Abstract
This study described the effects of a course on cooperative learning (CL) for student teachers. The course was conducted at two teacher education colleges in The Netherlands. Data collection included observation of the desired CL teaching behaviors and elementary students' engagement rates during cooperative activities; surveys of preservice teachers' attitudes toward CL; surveys of elementary students' attitudes toward CL; and surveys of preservice teachers' reactions to the course on CL. Results found a significant treatment effect for four of the five basic elements considered essential for lesson activities to be cooperative: positive interdependence, face-to-face interaction, social skills, and group processing. The course had a positive effect on the engagement of elementary students taught by preservice teachers in the treatment condition. Most preservice teachers believed in CL to achieve both academic and social goals, and they showed a readiness to use CL methods in future lessons. Elementary students taught by treatment group preservice teachers also showed positive attitudes toward working in groups and rated the benefits of working in groups rather than working alone quite positively.
