COOPERATIVE LEARNING AS AN INDICATOR OF EDUCATIONAL QUALITY

Kvalitetna škola smanjuje važnost samostalnoga rada i konkurencije, a težište prenosi na timski rad i suradnju. Kooperativno učenje, timski rad i suradnja idu u red najvažnijih djelatnosti koje će se tražiti u budućnosti i biti presudne za uspjeh u 21. stoljeću. (Greene, 1996) Polazeći od tih pretpostavki, cilj je ovog rada ispitati može li kooperativno učenje pozitivno utjecati na odnose i procese unutar grupe, razredne zajednice učenika šestih (N = 69) i osmih (N = 78) razreda jedne osječke osnovne škole i potvrditi se kao značajan indikator kvalitetne nastave. Rezultat istraživanja pokazali su da se kooperativno učenje kao indikator kvalitete odgoja i obrazovanja očituje u školskoj klimi i ozračju, međusobnoj interakciji i komunikaciji te učinkovitijem odnosu učenika prema sebi, drugima i zajednici. Indikatori kvalitete odgojnoobrazovnog procesa najviše su grupirani oko međuljudskih odnosa, spremnosti na pomaganje i suradnju, prijateljskih druženja i vršnjačke prihvaćenosti te vlastitog doprinosa učenju. Učeničke prosudbe ističu zanimljivost i korisnost kooperativnog učenja te njegov doprinos opuštenosti i prevladavanju straha od negativne evaluacije i školskog neuspjeha.In a quality school the importance of individual work and competition is reduced while greater emphasis is placed on team work and cooperation. Cooperative learning, team work and cooperation are considered to be the most important principles, crucial for the success in the 21st century (Greene, 1996). Based on these assumptions, the aim of the paper is to examine whether cooperative learning can be confirmed as a significant indicator of a good quality teaching and whether it may positively influence the relationships and processes within a group, in particular among six graders (N = 69) and eight graders (N = 78) in one primary school in Osijek. The results of the research showed that cooperative learning, as an indicator of educational quality, is evident in the school environment, interaction and communication as well as in the students\u27 more efficient relationship towards themselves, the others and the community in general. When it comes to the educational process, the indicators of quality mostly relate to the relationships, readiness to help and cooperate, socializing and peer acceptance as well as one\u27s own responsibility for learning. According to the sudents\u27 responses, cooperative learning is perceived as interesting and useful leading to a relaxed atmosphere whereby the students may overcome their fears of negative evaluation and school failure