Implementing Cooperative Learning in Vocational Technology Education to Enhance Pre-Service Teachers’ Design Skills

Abstract

This study focused was to explore the implementation of cooperative learning in vocational technology education to enhance pre-service teachers’ design skills during practical tasks. This study used social interdependence theory, which provided a framework for understanding the effectiveness of cooperative learning in enhancing pre-service teachers’ design skills. The research design for this study was collaborative action research. Participant observation and semi-structured interviews were used as the main data collection tools. Participants in the study included final-year pre-service teachers enrolled in the Bachelor of Education in vocational technology education programme. Inductive thematic analysis was applied to the raw data from observation notes and semi-structured interviews. The study found that the implementation of cooperative learning has enhanced preservice teachers’ design skills during practical tasks. It was found that cooperative learning encourages learners’ engagement and responsibility during practical tasks. The implementation of cooperative learning developed learners’ critical thinking, communication, problem-solving and collaboration skills. It is recommended that preservice teachers be adequately equipped with design skills during practical tasks. A shift towards a more interactive, cooperative, and learner-centred approach is essential for equipping preservice teachers with design skills.