Assessing The Impact Of Collaborative Learning Strategies On Pre-Service Teachers' Teamwork, Communication, And Metacognitive Abilities: A Mixed-Methods Study

Abstract

Conventional teaching methods, characterized by one-way education and emphasis on rote memory, have proven to be ineffective for student learning. In contrast, collaborative learning strategies have gained prominence in educational environments due to their ability to foster engaging and enduring learning experiences while enhancing teamwork, communication, and metacognitive skills. This study aimed to investigate the Collaborative learning strategies to enhance pre-service teachers’ teamwork, communication, and metacognitive abilities. A mixed-methods approach was employed, with a pre-test conducted in the first semester and a post-test in the fourth semester, involving 46 participating pre-service teachers. The study spread across from first semester to fourth semester, about two years’ time. During pre-service orientation, students were exposed to various collaborative learning strategies such as group discussions, project work, and seminar presentations, group activities, peer feedback, teacher feedback etc. The findings revealed that collaborative learning enhanced teamwork, communication, and metacognition among pre-service teachers. Further the pre-service teachers were motivated to incorporate collaborative learning into their teaching practices due to positive experiences and recognition of its potential benefits for instruction and student academic progress. The study also identified potential barriers and proposed feasible alternatives to facilitate the integration of collaborative learning into pre-service teacher training programs. This study underscores the importance of integrating collaborative teaching and learning approaches into teacher education programs, as they have transformative potential for improving learning outcomes and fostering the development of essential skills. Institutions can contribute to better equipping pre-service teachers by enhancing their proficiency in collaborative teaching and learning methodologies.