The role teachers play in international education through cooperative learning

Re-concep ualizing he p o essional iden i y o he Eu opean eache . Sha ing Expe iences 533 THE ROLE TEACHERS PLAY IN INTERNATIONAL EDUCATION THROUGH COOPERATIVE LEARNING Ana Mi mán Flo es anami [email protected] Facul ad de Ciencias de la Educación Uni e sidad de Se illa Abs ac O e ecen yea s, in e na ional educa ion has become one o he main goals o ou socie y since hey ha e been p o ed o inc ease school e ec i eness, bu also esea ch abou his has iden i ied se e al mo i a ional ac o s ha can in luence s uden s’ de elopmen . Ye , how o mo i a e lea ne s in he class oom con inues o be one o he mos puzzling p oblems con on ing he eache . The e o e, eache s mus os e bo h con idence and high achie emen in hei s uden s. Thus, a cen al issue in his essay is ha eache s ha e a p ima y esponsibili y in educa ion o help s uden s cul i a e pe sonal quali ies o mo i a ion ha can gi e hem esou ces o de eloping aspi a ion and independen lea ning o achie ing goals. Al hough i is di icul o moni o di ec ly, child en’s e o s and in ol emen wi h educa ional asks ha e signi ican e ec s on hei p og ess and i is impo an o eache s o ind ways o acili a ing his. Hence, i is o big impo ance o conside and p omo e coope a ion be ween class membe s in o de o build g oup cohesi eness and so p o ide an in e na ional en i onmen wi hin he g oup. Fu he mo e, he ole eache s play in hei pupils h oughou his coope a i e lea ning should become he key o educa ion’ in e na ionalisa ion since his seems o accele a e he p ocess o globalisa ion and leads us o he de elopmen o in e cul u al skills. The essay p esen ed ocuses on he need o in e na ionalisa ion wi hin eache s and examines how hey con ibu e o he s uden s’ adap a ion o his new globalised socie y we li e in. Keywo ds: In e na ional educa ion, mo i a ional ools, coope a i e lea ning, g oup cohesi eness, mul icul u al compe ence. 1. INTRODUCTION Lea ning ou comes can a y, depending on he en i onmen ha de elopmen is aking place, on he me hods used o i s e ec i eness and on he pa icipan s (lea ne s and eache s) o he lea ning p ocess. Any lea ning ou come is aluable as long as i helps us and helps ou socie y as well. Hence, educa ion ep esen s he key o globalisa ion and in e na ional mindedness. In his con ex , he ield o in e na ional educa ion has ad anced conside ably in i s hinking o e ime. The cu en documen a emp s o explo e how he no ion o in e na ional educa ion has become inc easingly dynamic and globally well known wi hin ou educa ional ins i u ions. Thus, whe he eache s play a signi ican ole in he class oom o no in e ms o p omo ing in e cul u al mindedness means a key as i a ec s s uden s and hei mo i a ion Re-concep ualizing he p o essional iden i y o he Eu opean eache . Sha ing Expe iences 534 owa ds educa ion, which leads us o school e ec i eness. This also depends on se e al mo i a ional ac o s ha can in luence s uden s’ de elopmen in a posi i e o nega i e way. Ac ually, assessing child en’s successes and ailu es a school almos in a iably includes e e ence o mo i a ion. So om an iden i ied beginning, his pape begins by iden i ying se e al de ini ions o lea ning and coope a i e lea ning, he impac eache s me hods ha e wi hin he class g oup and he mo i a ional ools used o achie ing success, he in e na ional educa ion end a he cu en ime, and he ichness o in e na ional exchange be ween s uden s in e ms o mul icul u alism and how i mani es s i sel in p ac ice in he class oom h ough coope a i e lea ning g oups and he mo i a ional ools used by eache s. 2. LEARNING: CONCEPTIONS AND CONTEXTS Lea ning has always been a subjec o compe ing de ini ions. Thus, he e is a wide ange o concep ions o he e m due o he ac ha he e a e many app oaches owa ds he lea ning p ocess and a ange o indi idual lea ne s as well (Wa kins, 2010). Rega ding he ac ha we a e all lea ne s along ou en i e li es and in di e en scales o engagemen , his a icle has ied o seek he answe based on some au ho s’ unde s anding as lea ning. In gene al, lea ning is said o be he building o knowledge and being c ea i e, bu also he abili y o sel -di ec ion, one’s adap abili y and he changing o ou beha iou . Acco ding o Shaye (2003) lea ning is also a p ocess o concep o ma ion, a cogni i e and men al de elopmen , while Me iam e al (2007) add ha al hough i is conside ed o be a pe sonal p ocess, i is di ec ly linked o he socie y o which one belongs. Ha g ea es (2010) also supplemen s ha lea ning is o unde s and one’s si ua ion and ha social en i onmen plays a signi ican ole in one’s lea ning. This aspec , o cou se, leads o he conclusion ha indi iduals can g adually build sel -knowledge since hei ea ly age while hey c ea e social knowledge in p og ess. In he same line, a case s udy was conduc ed by Boo h (2009) in which he wo ld o human li e was de ined by h ee clus e s: ‘sel (pe sonali y), o he s (cul u e) and socie y ( he social wo ld)’ (p. 431). Taking hese ac s unde conside a ion, he igu e o he indi idual is being su ounded by o he indi iduals wi h whom he/she c ea es an agg ega e ha o ms he socie y whe e hey all li e oge he and de elop. The e seems o be a s ong in e ac ion be ween hese clus e s, hus he de elopmen o he socie y can only esul om he indi iduals’ de elopmen . We need o know how o de elop and who we a e and gain he skills equi ed. Lea ning becomes eal when i s a s wi h knowing ou sel es. Bu he ac is ha lea ning is an ongoing p ocess ha also happens spon aneously ei he i we go o i o no . Hence, wha seems eally impo an o s uden s is o be ac i e pa icipan s in his p ocess and de elop skills ha will enhance hei lea ning. S uden s a e no expec ed o lea e school wi h he label o he ‘wise ci izen’, bu hey a e expec ed o ha e de eloped skills and knowledge ha will os e hei de elopmen and adap a ion o he wo ld. A school, he asks and ac i i ies hey a e asked o comple e should be o g ea e in e es o hem in o de o become mo e c ea i e and p oduc i e (McNally, 1974). Thus, he ole eache s play wi hin a class oom is no mo e as a pe son o Re-concep ualizing he p o essional iden i y o he Eu opean eache . Sha ing Expe iences 535 au ho i y, bu as consul an o he pupils. His/he ocus is on con ibu ing o s uden s’ au onomy and sel -mo i a ion o knowledge and de elopmen (De isis, 1998). A a ie y o ac o s, ha will make he s uden s mo e ac i e, wi h a wide sense o hei lea ning expe iences, should gene ally be pu in p ac ice om eache s who seek o s uden -cen ed app oaches. Fielding (2011) claims ha lea ning is abou human becoming and educa ion is conside ed as he p ac ice o humani y. The e o e, i is eally use ul o eache s and lea ne s o ha e oppo uni ies which can engage hem in con empla ing and discussing on hei lea ning. I his p ocedu e is pe cei ed, hen i becomes easie o go on inding mo e e ec i e and p oduc i e ways o lea ning, ailo ed o indi idual needs. So in his way, a majo ac o a ec ing he e iciency o lea ning is he ex en o enhanced mo i a ion which we will discuss in he nex lines. 3. TEACHER’S IMPACT ON STUDENTS’ MOTIVATION Mo i a ed s uden s o lea ne s in gene al a e mo e commi ed o hei asks and mo e pe sis en in he achie emen o hei goals. Thus, in a p ope lea ning en i onmen whe e hey a e gi en he oppo uni ies o u he in ol emen wi h a a ie y o ac i i ies hey a e mo e likely o pe o m success ully (Ve meulen and Schmid , 2008). E en hough mo i a ions and goals di e om pe son o pe son (Ryan and Deci, 2000) and i seems eally di icul o ge an insigh in o each s uden s’ needs in o de o explo e wha can mo i a e hem, eache s may y o do so by making he lea ning p ocess mo e in e es ing and a ac i e. In ol ing s uden s ac i ely in he lea ning p ocess, building heal hy ela ionships in he class oom and/o encou aging hem o go u he eeling sa e e en when acing a ailu e, a e elemen s o mo i a ion. The u h is ha we all ha e he need o lea ning bu i is eally impo an o ind he igh incen i es o go on u he wi h i . In he i s place, I would like o s a by saying ha educa ional de ini ions o mo i a ion end o ocus on academic achie emen and in ol emen wi h asks in school. Howe e , a mo e gene al de ini ion o mo i a ion is gi en by Long (2000) when he e e s o mo i a ion as ‘psychological p ocesses ha lead us o do ce ain hings o engage in some ac i i y’ (p.128). On he o he hand, a wide de ini ion o mo i a ion has been gi en by Ames (1987) as ‘ he sys ema ic, quali a i e esponse which people make o he a ious challenges and h ea s a ising om si ua ions in which ei he success o ailu e is possible’ (p.99). In he educa ional con ex , ‘misgi ings abou he aising o he school-lea ing age a e pa ly caused by ou inabili y o mo i a e he lea ne who would a he be ea ning han lea ning’ (Child, 2007). As I p e iously said, a cen al issue is ha eache s ha e a p ima y esponsibili y in educa ion o help s uden s cul i a e pe sonal quali ies o mo i a ion ha can gi e hem esou ces o de eloping aspi a ion and independen lea ning o achie ing goals. Al hough i is di icul o moni o di ec ly, child en’s e o s and in ol emen wi h educa ional asks ha e signi ican e ec s on hei p og ess and i is impo an o eache s o ind ways o acili a ing his. The e o e, o be awa e o he mo i a ional s yle o he lea ne use ully in o ms he in ellec ual ool ki s o eache s and has he po en ial o help p ac i ione s o e lec analy ically on hei in e ac ions wi h disengaged lea ne s. In his con ex , eache s can always make changes bo h in he ins uc ional and in he assessing ield p ocedu es, wi h a iew o inc ease he expec a ion o success and Re-concep ualizing he p o essional iden i y o he Eu opean eache . Sha ing Expe iences 536 he eby educe he expec a ion o ailu e o he s uden (Le ançois, 2000). Fo ins ance, a eache can adap a subjec o he class oom se ing in o de o be appealing o s uden s, elying on one sou ce o mo i a ion: lea ning wi hin coope a i e g oups. This will lead he s uden s o be mo e sel -con iden and also i would make hem eel hey play a signi ican ole in hei own lea ning. As Long (2000) said: ‘I academic p essu es and lack o con ol cause s ess, hen i should be possible o educe pupils’ anxie y by inc easing hei sense o con ol and e ec i eness wi h school wo k’ (p.113). This is in line wi h a numbe o s udies ha ha e documen ed posi i e mo i a ional e ec s when s uden s ha e oppo uni ies o some deg ee o au onomy o owne ship in class oom lea ning (Alde man, 1999). Fu he mo e, empi ical esea ches ca ied ou by Coope smi h (1959) ha e shown ha child en wi h posi i e sel -concep s and an ac i e ole in hei own lea ning a e likely o be academically mo e success ul han child en wi h less au onomy in hei wo k. A mo e immedia e and powe ul explana ion o academic mo i a ion is ha i comes om a pupil’s sel -concep , ela ed o school wo k. I pupils do no gene ally see hemsel es as success ul, o eel ha hey a e likely o ail on a pa icula ask, hey a e unlikely ei he o ge in ol ed wi h he ask o o pu much e o in o i . Thus, Bandu a (1986) a gues ha ou pe cep ion o ou own abili y o pe o m academic asks is a o m o es eem known as sel -e icacy. Thus, i is up o he eache whe he he/she adop s an impo an way o imp o ing he mo i a ion o his/he pupils: by expe iencing success as long as i ends o gene a e highe expec a ions and a mo e posi i e sel -concep , leading o inc eased mo i a ion, e o and success. In my iew, eache s should inc ease hei awa eness o he e ec o mo i a ing he lea ne and hus p o ide oppo uni ies o s uden s o lea n in a way which sui s hei p e e ed s yle o lea ning. Unluckily, no all eache s and educa o s y o adap he me hodology o s uden s o make hem become mo e mo i a ed and in ol ed in he di e en asks. Nowadays, many eache s and adminis a o s main ain ha hei job is o de elop academic skills and no g oup cohesi eness (Bo ich and Tomba i, 1995). 4. COOPERATIVE LEARNING: COULD IT BE A FACILITATOR OF LEARNING AND A GLOBALISED SOCIETY? Secondly, conside ing ha wi hin he lea ning p ocess lea ne s can play di e en oles and ollow di e en lea ning me hods, he ansmissi e model o lea ning is no longe an e ec i e me hod. I is no ega ded o be e ec i e since he e is li le in e ac ion be ween eache s and s uden s whe eas he i s ha e o e alua e he la e a e all. Bea ing in mind ha ou schools mainly ocus on using adi ional me hods o eaching and lea ning wi hin he class ooms, a mo e dynamic and in e ac i e way o lea ning is a om comple e. Hence, we should conside he class oom as a ‘communi y o p ac ice’ (La e and Wenge , 1991; Wenge , 1998) o as a ‘ igu ed wo ld’ (Holland, 1998). In bo h hese pe spec i es, as Ga dne (2002) s a ed ‘ he ocus is no so much on ‘wha is’ bu a he on wha he a ious ac o s in ol ed ake hings o be’ (pp. 82). So ocusing on building heal hy ela ionships in class ooms is eally impo an o s uden s’ lea ning and well being. Psychological ac o s play an impo an ole o hei lea ning and a e la gely de ined by human in e ac ion. A esea ch conduc ed in a school indica ed ha he ela ionships be ween eache - Re-concep ualizing he p o essional iden i y o he Eu opean eache . Sha ing Expe iences 537 s uden s and s uden s-s uden s had a g ea impac on pupils’ eelings and consequen ly on hei mo i a ions and achie emen (Bibby, 2009). In he same line, he concep o coope a i e lea ning becomes o big ele ance. As Alde man (1999) s a ed: ‘coope a i e lea ning is a g ouping s uc u e ha can be an impo an ac o in building a class oom ha suppo s a sense o membe ship’ (p. 187). Coope a i e lea ning s uc u es a e based on he p emise ha each s uden s’ e o s owa d a common goal con ibu es o o he s uden s’ lea ning. The e o e, i is impo an o eache s o p omo e pupils’ collabo a ion wi h each o he by o ming g oups whe e hey can in e ac and sha e knowledge. The eache ’s ole (o any men o ’s ole acco ding o Ha g ea es) is no jus o ansmi knowledge, bu o suppo and wo k wi h he pupils in equal e ms as a as lea ning is conce ned (Ha g ea es, 2010). Co-cons uc i e de elopmen will be achie ed h ough social in e ac ion, since one can know be e wha he hinks when he also lis ens o wha o he s say (Shaye , 2003). These concep s can be examined in a democ a ic aspec o lea ning as well (Fielding, 2011). Th ough dialogue, lea ne s ha e a oice; hey s a aking ini ia i es wi hou ea and embody hei indi iduali y in a communi y. In o de o g oup cohesi eness o be acili a ed, he eache ’s ole in a coope a i e-g oup class oom should be he one o he media o . The e is always a subjec and an objec in he lea ning p ocedu e (Ille is, 2007) and usually a u o , ega ded also as a media o , in he es ablished lea ning ac i i ies. The u o should inspi e he lea ne s and guide hem o de elopmen a he han o ansmi knowledge immedia ely. Vygo sky coun s on media ion as a lea ning p ocess o he de elopmen and explains he Zone o P oximal De elopmen (Vygo sky, 1978). I is he zone in which a ‘ eache ’ can help b idge he gap be ween wha he lea ne has wo ked ou o picked up o himsel /he sel and he ‘ o mal’ knowledge ha needs o be acqui ed and is pa o ou cul u al inhe i ance (Shaye , 2003). Media ion is di ec ly connec ed o in e ac i e lea ning since he e is a co-cons uc i e p ocess a ended by lea ne s and u o . Bu mos o all, a ela ionship is being buil and is no a ela ionship o au ho i y. Bo h eache and s uden s a e pa icipan s o he lea ning p ocess and can also be ega ded as lea ne s espec i ely. As I p e iously s a ed, i is o big impo ance o conside and p omo e coope a ion be ween class membe s in o de o build g oup cohesi eness. Teache s who make conce ed e o s o build g oup cohesi eness o en use a ype o ins uc ional a angemen called coope a i e lea ning (Cohen, 1986; Sla in, 1995). Coope a i e lea ning lessons assign s uden s o a ying abili ies o small g oups whe e each membe is gi en a ole o play in o de o os e he g oup’s goal. This wi h g ea e success in coope a i e class ooms because coope a i e g oup s uc u es end o minimize he ocus o abili y (Ames and Ames, 1984). Mo e impo an , coope a i e goals may con ibu e o he commi men o s uden s o wo k in coope a i e lea ning g oups and hus gain highe achie emen s. The e o e, o mee hei pe sonal goals, ‘g oup membe s mus bo h help hei eamma es o do wha e e helps he g oup o succeed and, pe haps e en mo e impo an , encou age hem o exe maximum e o s’ (Daniels and Edwa ds, 2004, p.280). As a esul , he p esence o o he s acili a es he pe o mance o he s uden s’ g oup. Fu he mo e, esea ch by Sha an and Sha an (1976) indica ed ha he p esence o o he s du ing he lea ning o complex in ellec ual asks (i.e., sol ing a Re-concep ualizing he p o essional iden i y o he Eu opean eache . Sha ing Expe iences 538 ma h p oblem) ac ually p oduced as e lea ning wi h g ea e e en ion han he same ma e ial p esen ed in a lec u e o ma . In hei esea ch, lea ne s wo ked coope a i ely and in e dependen ly. In his con ex , Schmuck and Schmuck (1992) explain hese esul s by poin ing ou ha he quali y o he in e pe sonal ela ionships o he membe s o he g oup is he c i ical ac o . When lea ne s wo k a ound o he s hey know and us ; lea ning is acili a ed. None heless, he opposi e occu s when wo king in a g oup o lea ne s who nei he know no us one ano he , so in his way he eache has o be awa e o he isks o pu ing in he same g oup lea ne s who don’ unde s and he asks o don’ ge on well. Going back o he mo i a ion heme, i should be he eache ’s main goal o p omo e coope a i e lea ning as i can de ini ely imp o e he pupils’ mo i a ion and sel -e icacy. In he same line, in a esea ch ca ied ou by Webb (1982) and Cohen (1986) hey a ibu e he supe io i y o coope a i e lea ning o he bene i s o ha ing o explain o o he s complex concep s in one’s own wo ds. The implica ion o his esea ch is ha when lea ne s wo k in e dependen ly and coope a i ely wi h o he lea ne s whom hey know and us , complex cogni i e lea ning is enhanced (Bo ich and Tomba i, 1995). 5. INTERNATIONAL EDUCATION AND MINDEDNESS AS THE KEY TO MULTICULTURALISM On he o he hand, i is clea ly e iden ha each school is a unique eali y as i p omo es a speci ic cul u e o de ends a conc e e ideology, o ins ance; bu due o he p ocess o globalisa ion ha is cu en ly aking place in ou socie y, he in oduc ion o a common pa e n o ollow is ine i able i we wan success o happen in schools. Hence, p omo ing mul icul u al alues wi hin s uden s is no only a ma e ha conce ns he eache pe o mance, bu also he school i sel . In his way, he ield o in e na ional educa ion has ad anced conside ably in i s hinking o e ime p o iding in e na ional mindedness as he key concep associa ed wi h an in e na ional educa ion. S a ed ano he way, i can be said ha he p oduc o a success ul in e na ional educa ion is in e na ional mindedness. Acco ding o Hill (2012: 246) ‘in e na ional mindedness is a alue p oposi ion: i is abou pu ing he knowledge and skills o wo k in o de o make he wo ld a be e place h ough empa hy, compassion and openness - o he a ie y o ways o hinking which en ich and complica e ou plane ’. I makes us app ecia e he ichness o cul u al di e si y wi hin and be ween na ions, and he mul iple pe spec i es which a ise om i . I should be highligh ed he ecen conce n abou he in e na ionalisa ion o educa ion, which has been slowly become a common phenomenon in all schools a ound he wo ld due o i s abili y o p o ide a mo e capi alis a i ude ha also de elops he needed skills o he u u e on ou s uden s (Yemini, 2012). The e is a clea academic deba e on he in e na ionalisa ion o schools o which mos expe s in he ield e e as ‘including an in e na ional dimension in educa ion’ (Ibid: 153). Thus, one o he mos comple e de ini ions is p o ided by Hill (2012: 259) who s a es ha ‘in e na ional educa ion is he s udy o issues ha ha e applica ion beyond na ional bo de s and whose powe s (like c i ical beha iou and wo k collabo a i e) a e applied in o de o shape a i udes leading o ac ion wi h he idea o p omo ing cul u al unde s anding and peace ul coexis ence, and sus ainable global de elopmen and Re-concep ualizing he p o essional iden i y o he Eu opean eache . Sha ing Expe iences 539 u u e o he human ace. In his way, i should be no ed ha in e na ional educa ion can also e e o ‘ he mos impo an s a egy ha ins i u ions can use o ensu e he acquisi ion o knowledge, skills and alues o he s uden s, ha hey will need in his changing wo ld and globalised’ (G een y Schoenbe g, 2006, e . al Yemini, 2012: 156). In he case o in e na ional schools and eache s ha p omo es mul icul u al lea ning, he bigges ad an age is he o e all app oach ha con ibu es o s uden s’ de elopmen , en iching hem wi h a wide a ie y o cul u es and os e ing a connec ion wi h he adi ions, language, and so on om o he o eign coun ies (Camb idge and Thompson, 2004). In addi ion, in e na ional schools o en in e ac as a communi y, allowing amilies closely in ol ed in he educa ional expe ience o hei child en / as, which is a ac o qui e a ac i e o amilies conce ned abou he s uden s' academic ack (Sea s, 2011). Al hough au ho s such as Ball (2003) o Resnik (2008:147) a ibu e o his ype o educa ion e y posi i e ac o s such as s uden s' abili y o e lec ‘ he ichness o mul icul u alism, pe sonal lea ning and lexibili y’, which a e conside ed c ucial in shaping a u u e globalised wo ke o each wo k and d eamed s a us; hey also make a e e ence o he ac ha he na u e o his ins i u ions is highly selec i e owing o he close ela ionship hey ha e wi h labou ma ke demands. Hence, in e na ional educa ion can ep oduce social inequali y as i would no gi e he same chances o all social g oups. Despi e his nega i e aspec , mos esea che s ag ee abou he iew ha in e na ional schools, bo h in Spain and o he coun ies, p o ide a ui ul de elopmen in s uden s in all a eas (Camb idge, 2012). In he same line, some au ho s a gue ha because o he e a ha we li e in, in which he p ocess o globalisa ion is cons an ly ad ancing and mig a ion has become he new end, i would make no sense o i would no be use ul, equi able o e ec i e i he concep o inclusion was no implici in he idea o educa ion. I is es ima ed ha app oxima ely 214 million people li e, wo k o go o school ou o hei home coun y, acco ding o s a is ics o 2010 (Uni ed Na ions, Depa men o Economic and Social A ai s, 2008). Due o he high inc ease in global mobili y, i should no be su p ising ha he ield o in e na ional educa ion has been inc eased du ing he las decades. This globalisa ion is ans o ming us in a mul icul u al socie y, which allows he es ablishmen o e y posi i e and ui ul ela ionships ha enable us o enhance and expand, among o he hings, he ield o educa ion and coope a i e lea ning a an in e na ional le el. Indeed, some esea che s poin in e cul u al educa ion as he key o any educa ional sys em ha seeks o democ a ise. Thus, au ho s like So iano (2012:51) do no unde s and a quali y educa ion i i does no p omo e in e cul u al alues and adds ha ‘in e cul u al educa ion can (and should) be a ool o achie e his and also o p omo e social jus ice, he human igh s and a oid he possible isks ha he p ocess o globalisa ion ca ies’. Thus, we should emphasise he ele ance o hese in e na ional schools, which ep esen common spaces ha p o ide he knowledge o he di e en cul u es ha coexis in such cen es (G an , 2009). Thus, as Allan (2002: 78) s a ed, in hese cen es ‘each ime p o ides oppo uni ies o he o ma ion o cul u al iden i y, in e cul u al communica ion, social accep ance o ejec ion, and so on’. Re-concep ualizing he p o essional iden i y o he Eu opean eache . Sha ing Expe iences 540 6. CONCLUSION I is qui e clea ha when we lea n o lea ning, we can pe o m success ully because he p ocedu e is no s essing, p oduc i e and he e is a pu e willing o eal p og ess (Wa kins 2010). On he con a y, se ing goals o pe o mance can be coun e p oduc i e because o diso ien a ion o clea lea ning goals. The ocus is no on he lea ning ask bu on pe o mance ins ead. So, he e is a g ea possibili y ha he necessa y s a egies o achie ing a e no se up clea ly. Fu he mo e, social in e ac ions in luence mo i a ion in a numbe o ways, bo h posi i e and nega i e. Resea ches on coope a i e me hods indica e ha hey ha e posi i e e ec s on achie emen and on s uden sel -es eem and locus o con ol (Sla in, 1995). The e o e, coope a i e lea ning is a po en ial sou ce o mo i a ion o lea ning and a use ul pedagogical ool ha may gi e bo h eache and s uden s he skills o socialise and lea n e ec i ely h ough in e ac ion. This pape has a emp ed o ocus on some impo an aspec s o coope a i e lea ning ha need o be aken in o conside a ion when i is applied. While using his ool, bo h eache and lea ne s may pa icipa e ac i ely as long as i makes he lea ning p ocess become mo e e ec i e. On he one hand, as Child (2007) s a ed: ‘i would be sa e o say ha all heo is s in he ield o lea ning ei he explici ly o by implica ion a gue ha a mo i a ed c ea u e is mo e likely o lea n han one which is no ’ (p. 173). To pu i ano he way, child en need o pu sue success and eschew ailu e. In ca e ing o his we, as educa o s, ha e o keep a close wa ch on hei abili ies and po en ial when de ising hei class oom wo k. One o he main easons o indi idual mo i a ion o child en is ha we can se goals o each child in acco dance wi h wha he eache sees as being wi hin he capabili ies o ha child, hus ensu ing ha he child as es success in p e e ence o ailu e. On he o he hand, eache s may be awa e ha he changes hey make in he class oom p ac ices a e in luencing child en pe o mance in meaning ul ways. As Gagné (1986) poin s ou , no all lea ning is he same and he ins uc o needs o each di e en ly o a ec di e en kinds o lea ning. Usually, when a eache shows in e es in helping he lea ne o become mo i a ed and ac i ely in ol ed in his/he own lea ning, i is highly possible ha he/she will e en ually do be e (Good & B ophy 1978). F om my poin o iew, eache s do no ha e o wai o s uden s o become mo i a ed o lea n. Educa o s should ealise ha hey ha e he abili y o in luence he ype o mo i a ion displayed in he class oom h ough a a ie y o eaching decisions. In he same line, o unde s and child en’s mo i a ion i mus be aken in o accoun no only hei own pe sonali y bu also he social psychology o eaching and lea ning. Educa ionalis s should wo k owa ds he imp o emen o s uden s’ academic skills and help hem de elop a posi i e iew o hei abili ies in o de o enhance hei chances o success. Since g oups do ha e an impo an e ec on indi idual pe o mance, bo h in se ing goals and in heigh ening commi men , eache s should y o make his so o lea ning as much desi able as possible. To sum up, lea ning happens a any place and any ime as well. Taking unde conside a ion he ac ha i has i s o igins in indi iduals’ in insic need o de elopmen , i adequa ely enables hem o o m lea ning communi ies wi h a goal on social de elopmen . Then indi iduals can be p oduc i e in he communi y and gain Re-concep ualizing he p o essional iden i y o he Eu opean eache . Sha ing Expe iences 541 access o alued o m o communi y pa icipa ion (Ecke e al 1996). I his goal is achie ed, indi iduals o social-in e ac i e lea ne s can b oaden hei minds, de elop hei gene al lea ning abili y and pe o m success ully in a ious ci cums ances (Shaye , 2003). Hence, socie ies will likely be able o de elop as well and be le e aged as e ile g ound o hei well being. REFERENCES Alde man, M. K. (1999) MOTIVATION o ACHIEVEMENT. Possibili ies o Teaching and Lea ning. New Je sey: Law ence E lbaum Associa es, Inc. Allan M (2002) Cul u al bo de lands: a case s udy o cul u al dissonance in an in e na ional school. Jou nal o Resea ch in In e na ional Educa ion, 1(1), pp. 63– 90. Ames, C. (1987) Goals, s uc u e, and mo i a ion. The Elemen a y School Jou nal, 85, 1, pp. 39-52. Ames & C. Ames (Ed.) (1987), Resea ch on mo i a ion in educa ion: S uden mo i a ion (pp.245-274). New Yo k: Academic P ess. A kinson, John W. and Bi ch, Da id (1978) In oduc ion o MOTIVATION. New Yo k; London: D. Van Nos and. Ball, S.J. (2003) The eache ’s soul and he e o s o pe o ma i i y. 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