A Phenomenological Study of Teachers’ Lived Experiences with Cooperative Learning

Document Type : Original Article

Authors

1 Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Tabriz University, Tabriz, Iran

2 Department of Education, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.

Abstract

The primary aim of the present study is to examine and analyze the lived experiences of elementary school teachers regarding the use of cooperative learning strategies in the classroom. This method, which emphasizes interaction, active participation, and collaboration among students, can play a significant role in enhancing the quality of the teaching–learning process. The research was conducted using a qualitative approach and phenomenological method. The study population included all elementary school teachers in Shabestar County during the 2022–2023 academic year. From this population, 12 teachers were selected through purposive sampling, observing the principle of theoretical saturation. Data collection was carried out via in-depth semi-structured interviews and analyzed based on Smith’s phenomenological analysis model (1995). The findings were categorized into six main themes: effective communication and interaction, personal and social development, the role of the teacher, the role of the student, active and dynamic learning, and grouping—along with 15 subthemes. The results highlight the high potential of cooperative learning to enhance educational experiences and foster students’ cognitive and social skill development.
Quarterly Journal of Education Studies
Volume 11, Issue 44
March 2026
Pages 49-64

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