The Underlying Beliefs in Pirkko's Narrative about Implementing Collaborative Learning in Mathematics -- 'My Job Is to Give Individual Instruction'
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| Title: | The Underlying Beliefs in Pirkko's Narrative about Implementing Collaborative Learning in Mathematics -- 'My Job Is to Give Individual Instruction' |
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| Language: | English |
| Authors: | Tatu Dimitri Tuomela (ORCID |
| Source: | European Journal of Teacher Education. 2026 49(1):232-248. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Cooperative Learning, Mathematics Education, Mathematics Instruction, Individualized Instruction, Mathematics Teachers, Teacher Attitudes, Beliefs, Foreign Countries, Program Implementation, Educational Change, Resistance to Change |
| Geographic Terms: | Finland |
| DOI: | 10.1080/02619768.2023.2298359 |
| ISSN: | 0261-9768 1469-5928 |
| Abstract: | Many teachers resist adopting collaborative learning despite its proven benefits. Beliefs play a role in this resistance, but exactly how they do so has yet to be understood. This narrative study provides a comprehensive analysis of one resisting teacher's ambivalent perceptions and underlying beliefs about implementing a collaborative approach to learning mathematics in a Finnish seventh-grade class. Our results reveal how the seemingly noble goal of guiding students individually and associated beliefs may inhibit teachers from adopting collaborative learning even after successfully implementing it. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503301 |
| Database: | ERIC |
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| Abstract: | Many teachers resist adopting collaborative learning despite its proven benefits. Beliefs play a role in this resistance, but exactly how they do so has yet to be understood. This narrative study provides a comprehensive analysis of one resisting teacher's ambivalent perceptions and underlying beliefs about implementing a collaborative approach to learning mathematics in a Finnish seventh-grade class. Our results reveal how the seemingly noble goal of guiding students individually and associated beliefs may inhibit teachers from adopting collaborative learning even after successfully implementing it. |
|---|---|
| ISSN: | 0261-9768 1469-5928 |
| DOI: | 10.1080/02619768.2023.2298359 |
