@article{oai:icu.repo.nii.ac.jp:00004163,
 author = {Yoshimuta , Satomi},
 journal = {語学研究},
 month = {Jan},
 note = {Cooperative Learning (CL) is possibly one of the central approaches that utilize 
pair or group activities to bring pragmatic situations to language classrooms. 
However, it is not systematically taught in teacher training courses. Many 
working teachers have to learn through a trial and error process in their daily 
classroom practice. This case study is a qualitative research account of the 
changes in the beliefs of a high school teacher who implemented CL three years 
before, comparing his beliefs and practices, and analyzing how they changed. 
Seven video-recorded lessons were observed and four interviews were 
conducted. It was discovered from the interviews that the key to change was his 
active participation in teachers' peer groups. The result was that he 
unintentionally and unconsciously changed not only his role, but he also further 
elicited students' active engagement, converted his classroom into a space of 
festivity, and also provided students with an increased sense of self-actualization.},
 pages = {1--14},
 title = {Teacher Beliefs in Introducing Cooperative Learning approaches in Classroom Practice at a High School in Japan},
 volume = {30},
 year = {2016}
}