Integrating cooperative learning into microteaching: effects on pre-service science teachers’ beliefs about using cooperative learning in science teaching

Cooperative learning is an effective instructional strategy in science education, yet many teachers underuse it due to management challenges and doubts about its effectiveness. This study investigated how cooperative microteaching practices (CoMP) influence pre-service science teachers’ (PSTs) understanding of cooperative learning and beliefs about using cooperative learning in science teaching. Using a quasi-experimental non-equivalent control group design with 64 senior PSTs in a science teaching methods course, both groups designed and delivered inquiry-based microteaching, but only the experimental group incorporated CL strategies. We measured self-efficacy beliefs with the Science Teaching Efficacy Belief Instrument and examined beliefs and understanding of cooperative learning using the Cooperative Learning in Science Education Questionnaire. While no significant group differences emerged for general science teaching self-efficacy, the results indicate more positive implementation-oriented beliefs among PSTs in the cooperative microteaching group compared to the control group, particularly regarding expectancy of success and confidence in classroom management within cooperative settings. CoMP students also demonstrated more sophisticated conceptualizations of cooperative learning. These findings underscore the value of integrating cooperative learning into pre-service education to promote instructional confidence and collaborative pedagogical practices.