Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions

This manuscript deals with how cooperative learning in pre-school and primary education can be dimensionalized terms of reducing gender differences inequalities. In this study, formulated through instructional approaches delivered four medium- to very high-complexity schools (the number students an immigrant background ranging from 30% 100%), 376 pre-service teachers 43 qualified were asked analyze the instruction that they gave 1658 over two consecutive years. Instruction was defined contextualized physical challenges included psychomotor challenges, guided discovery activities problem-solving. The analysis based on reflective narratives both inequalities, which evinced 792 comments regarding (618 by 174 schoolteachers) 627 for inequalities (363 264 schoolteachers). produced categories critical reflection—on individual classroom scales—from schoolteachers. Each dimensions, i.e., positive interdependence, accountability, promotive interaction, social skills, group processing, investigated produce a set principles competencies best promoted sustainable development. research 42 operated under tenet leave-no-one-behind, interdependence interaction providing higher are suited tackle, cooperation processes, equity inclusivity issues classrooms.