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The aim of bachelor thesis is to compare cooperative learning with other forms of teaching at the lower secondary school and to outline the advantages and disadvantages of using cooperative learning. In the theoretical part of the thesis, the concept of cooperative learning will be presented, followed by a discussion of other forms of learning. In the practical part of the thesis, the action research will be devoted to the implementation of prepared lessons based on the principle of cooperative learning, which will be realized in the 9th grade of the 2nd grade of the 1st elementary school Sedlčany. First, the preparation and the course of the implemented lessons will be described. The second part of the research will deal with a survey among the pupils participating in the implemented lessons, through a questionnaire. Based on the evaluation of the questionnaire results, it will be found out what the pupils' view of cooperative learning is in comparison with lessons in which other forms of teaching are used and what they see as the advantages or disadvantages of using cooperative learning in teaching. The investigation will be complemented by an interview with a teacher involved in implemented lessons guided by the cooperative learning principle. At the end of the practical part, self-reflection of the implemented lessons will be included.

The topic of the thesis is the question of the project method. The aim of the thesis is to describe the potential of the project method and to research the use in pedagogical practise in forest kindergartens. The theoretical part defines the term project, presents the historical and theoretical contexts associated with the creation of the project method, and presents practical procedures for creating projects. The next part of the thesis describes the model of cooperative learning and provides information related to the application of cooperative teaching in pedagogical practice. The thesis describes the concept of forest kindergartens, where the research was carried out. A mixed approach was applied in the practical part. The results of the quantitative research, carried out by a questionnaire survey among teachers, showed that teachers in forest kindegartens include the project method in a targeted manner. They see the main benefits in the overall development of the child's personality. The barriers are time management, team cooperation, and lack of skills in cooperative teaching. The main focus of the research part of the work was devoted to qualitative research. Action research determined the degree of development of cooperative skills in children during four multi-day projects in a forest...

Bu araştırmada yapılandırılmış materyal destekli işbirlikli matematik atölye çalışmalarının okul öncesi dönem çocuklarının problem çözme becerileri üzerindeki etkisini belirlemek amaçlanmıştır. Araştırmanın yapısına uygun olduğu için yakınsayan paralel karma araştırma deseni kullanılmıştır. Araştırma kontrol gruplu ön test-son test yarı deneysel desen tasarımına uygun olarak planlanmıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim yılı bahar döneminde Sivas merkez ilçedeki bir anaokulunun iki şubesine devam eden 34 (16 kız-18 erkek) çocuk oluşturmaktadır. Araştırmanın verileri “Çocuklar İçin Problem Çözme Becerisi Ölçeği” ve yarı yapılandırılmış görüşme formu uygulanarak elde edilmiştir. Nicel verilerin analizinde tanılayıcı istatistikler, bağımlı gruplar t testi, bağımsız gruplar t testi, nitel verilerin analizinde betimsel ve içerik analizi kullanılmıştır. Deney ve kontrol gruplarının ön test son test puanları karşılaştırıldığında elde edilen bulguların deney grubu lehine olduğu; uygulamanın çocuklarda bilişsel, psiko-motor, duyuşsal ve sosyal gelişim alanlarını desteklediği belirlenmiştir., In this study, it was aimed to determine the effect of structured material supported collaborative mathematics workshops on preschool children's problem solving skills. Convergent parallel mixed research design was used because it was suitable for the structure of the research. The research was planned in accordance with the pretest-posttest quasi-experimental design with control group. The study group of the research consists of 34 children (16 girls-18 boys) who attend two branches of a kindergarten in the central district of Sivas in the spring term of the 2021-2022 academic year. The data of the study were obtained by applying the "Problem Solving Skills Scale for Children" and a semi-structured interview form. Diagnostic statistics, dependent groups t-test, independent groups t-test were used in the analysis of quantitative data, descriptive and content analysis were used in the analysis of qualitative data. When the pre-test and post-test scores of the experimental and control groups were compared, the findings were in favor of the experimental group; it has been determined that the application supports cognitive, psycho-motor, affective and social development areas in children.

As a reaction to the COVID-19 lockdown and following restrictions for classroom teaching the team of instructors at the ÄZB had to digitalize the introductory courses for academic research. The courses are integrated into the curricula of the departments of dentistry and general medicine.While the learning objectives and the content remained unchanged, the faculty-to-student-ratio could be changed for the better by pulling courses together due to the online-format. A number of library and medical professionals were supporting the participants throughout every online session. Methods to activate learning, tutorials and additional materials added a dimension of blended learning to the sessions. Both students and faculty members provided predominantly positive feedback about the course and its new format and expressed the desire for its continuation in the future. Als Reaktion auf den ersten Lockdown und die darauffolgenden Einschränkungen der Lehre vor Ort digitalisierte das Schulungsteam der Ärztlichen Zentralbibliothek des Universitätsklinikums Hamburg-Eppendorf die in das Curriculum der zahn- und allgemeinmedizinischen Studiengänge eingebundenen einführenden Kurse zum wissenschaftlichen Arbeiten. Parallel stattfindende Seminare wurden zu einer digitalen Live-Veranstaltung via Videokonferenz verschlankt, bei gleichbleibenden Lernzielen und Inhalten. Mehrere zeitgleich anwesende bibliothekarische und medizinische Fachkräfte boten eine angemessene und situationsbezogene Betreuung. Aktivierende Methoden und der Verweis auf Tutorials und weiterführende Materialien ergänzten das Angebot um Aspekte des Blended Learning. Die Veranstaltungen wurden von Lehrenden und Studierenden überwiegend positiv bewertet und eine Weiterführung des digitalen Formates über die Pandemie hinaus gewünscht.

As a reaction to the COVID-19 lockdown and following restrictions for classroom teaching the team of instructors at the ��ZB had to digitalize the introductory courses for academic research. The courses are integrated into the curricula of the departments of dentistry and general medicine. While the learning objectives and the content remained unchanged, the faculty-to-student-ratio could be changed for the better by pulling courses together due to the online-format. A number of library and medical professionals were supporting the participants throughout every online session. Methods to activate learning, tutorials and additional materials added a dimension of blended learning to the sessions. Both students and faculty members provided predominantly positive feedback about the course and its new format and expressed the desire for its continuation in the future., Als Reaktion auf den ersten Lockdown und die darauffolgenden Einschr��nkungen der Lehre vor Ort digitalisierte das Schulungsteam der ��rztlichen Zentralbibliothek des Universit��tsklinikums Hamburg-Eppendorf die in das Curriculum der zahn- und allgemeinmedizinischen Studieng��nge eingebundenen einf��hrenden Kurse zum wissenschaftlichen Arbeiten. Parallel stattfindende Seminare wurden zu einer digitalen Live-Veranstaltung via Videokonferenz verschlankt, bei gleichbleibenden Lernzielen und Inhalten. Mehrere zeitgleich anwesende bibliothekarische und medizinische Fachkr��fte boten eine angemessene und situationsbezogene Betreuung. Aktivierende Methoden und der Verweis auf Tutorials und weiterf��hrende Materialien erg��nzten das Angebot um Aspekte des Blended Learning. Die Veranstaltungen wurden von Lehrenden und Studierenden ��berwiegend positiv bewertet und eine Weiterf��hrung des digitalen Formates ��ber die Pandemie hinaus gew��nscht.

The COVID-19 pandemic has highlighted the importance of students’ information literacy, computer skills, and research competencies for self-regulated learning and problem solving. STEAM education, with interdisciplinary knowledge building and higher-order thinking development as its main purpose, is considered essential for students’ sustainable development in the post-pandemic era. However, STEAM education in China’s K-12 schools is facing several problems, such as insufficient qualified teachers, unsustainable development, and difficulty in achieving meaningful discipline integration. To address these problems, this study proposes an innovative STEAM education model supported by cooperative teaching and theories of project-based learning and collaborative learning. After two iterations of design, evaluation, and revision, the proposed STEAM education model and a set of instructional design principles were validated. The resulting model features a multi-teacher cooperative strategy, detailed and diverse scaffolding, familiar themes for students, the integration of STEAM education into formal curricula, and extended instruction hours. The study results suggest that cooperative teaching can facilitate meaningful discipline integration and can alleviate the STEAM faculty shortage. This study produced five proven instructional design principles for conducting STEAM education supported by cooperative teaching in primary schools.

Rad analizira razloge, sadržaj i uvjete konfesionalne suradnje u nastavi katoličkog vjeronauka. U radu se analiziraju neki elementi koji osiguravaju uvjete za konfesionalnosuradnički vjeronauk i pokušavaju se iznjedriti neka vjeronaučna načela konfesionalnosuradničkog vjeronauka, prema primjeru i iskustvima iz SR Njemačke. U drugom dijelu članka podastiru se izazovi koji predstoje vjeronauku za praksu, institucionalnu i znanstvenu razinu kao i za mjesne vjeroučitelje. U trećem dijelu se unutar društveno-kulturnog i religijskog konteksta Republike Hrvatske vjeronauk utvrđuje kao teološko mjesto u kojem treba integrirati didaktička načela holističke i grupne nastave, sadržaje društvenog nauka Katoličke Crkve i na taj način izgraditi temelje otvorene, suradničke nastave, međureligijskog i ekumenskog karaktera, utemeljene na koncilskom učenju, na bioetičkim načelima i sadržajima društvenog nauka Katoličke Crkve., The paper analyzes the reasons, content and terms of confessional cooperation in the teaching of Catholic religious education. The paper examines some elements that provide conditions for confessional cooperation in religious education and tries to produce some catechetic principles for confessional cooperation in religious education teaching, after the example and experiences from FR Germany. The second part of the paper presents the challenges that religious education will face regarding the practice, institutional and scientific level and local catechists. In the third part, within the socio-cultural and religious context of the Republic of Croatia, religious educa tion is defined as a theological place into which the didactic principles of holistic and group teaching as well as the contents of social teaching of the Catholic Church need to be integrated, thus building the foundations of open and cooperative teaching, of interreligious and ecumenical character, based on the Council teaching, on bioethical principles and on the contents of social teaching of the Catholic Church.

The diploma thesis deals with the issue of pair teaching between teachers. The main goal is to map the advantages and disadvantages of this teaching. It focuses on the broader specifics of pair teaching, which it then compares in the environment of primary and university. The work is divided into theoretical and practical part. In the introductory chapters of the first part, the issue is viewed from a theoretical point of view, i.e. they describe the model of pair teaching. The theoretical part further defines its basic key principles, especially under what conditions it works and what benefits for pupils, students and teachers brings. It focuses on the prerequisites for proper functioning, cooperative teaching and deals with possible models of cooperation between two teachers. The work also mentions the influence of pair teaching on the quality of professional development of future teachers. The practical part is designed as a qualitative research. This survey is conducted using a structured interview with primary and university teachers who teach in tandem. The obtained necessary data are analyzed by the method of so-called open coding, which will help us answer research questions leading to the achievement of the main goal of this work. The practical part therefore maps the possibilities and...

Brojni istraživači ističu značaj kooperativne nastave za individualni razvoj učenika. Stoga smo pristupili analizi odnosa između odlika koncepta zone narednog razvoja (ZNR) i odlika koncepcije kooperativne nastave. Takođe, nastojali smo da odgovorimo na pitanje da li je i u kolikoj meri kooperativna nastava pogodan kontekst za uvažavanje ZNR učenika. U radu smo najpre sagledali razlike koje postoje između tradicionalnog i savremenog shvatanja koncepta ZNR, a potom smo izdvojene ključne karakteristike koncepta ZNR analizirali u okviru koncepcije kooperativne nastave. Na osnovu analize, zaključujemo da se odnos između koncepta ZNR i koncepcije kooperativne nastave može razumeti kao odnos između cilja (stimulisanje razvoja) i sredstva (kooperativnom nastavom). Utvrđeno je i to da je kooperativna nastava pogodan kontekst za uvažavanje ZNR, jer ova nastava u velikoj meri može uvažavati pojedinačne karakteristike ovog koncepta. Dalja istraživanja trebalo bi usmeriti u pravcu ispitivanja simetrične interakcije u nastavi, a obrazovnu praksu trebalo bi obogatiti kooperativnom nastavom. Many researchers show the significance of cooperative teaching for individual development of students. This is why we started the analysis of the relation between the features of the concept of the zone of proximal development (ZPD) and features of the concept of cooperative teaching. We also tried to answer the question how much and in which extent cooperative teaching is a suitable context for accepting ZPD of students. In the paper, we first observed the differences which exist between the traditional and contemporary comprehension of the concept of ZPD, and then we analysed the key characteristics of the concept of ZPD within the concept of cooperative teaching. Based on the analysis, we can conclude that the relation between the concept of ZPD and the concept of cooperative teaching can be understood as the relation between the aim (stimulating development) and means (cooperative teaching). It was determined that cooperative teaching is a suitable context for accepting ZPD, because this kind of teaching in great extent can accept single characteristics of this concept. Further research should be directed towards studying systematic interaction in teaching; an educational praxis should be enriched by cooperative teaching.

HAVLÍKOVÁ, Andrea. Cooperation and engagement of pupils in centres of activities in the Step by Step program. [Diploma Thesis]. Charles University in Prague. Prague : 2019. 107 pages. The aim of the thesis was to theoretically elaborate and practically solve the problems of cooperation and involvement of pupils in the centres of activities within the Step by Step program. Several methods were used to process this thesis. In the theoretical part, an overview of relevant information related to the topic was carried out on the basis of a search and by using a description method. The practical part was based on action research, which was carried out in the class of the author. The research was carried out as an unstructured observation and experiment, the outcomes were in the form of reflections. Based on reflections the centres of activities in the monitored class were improved, especially in the area of pupils' involvement and cooperation. Improved centres of activities based on the reflection of the original centres of activities have certainly led to improvements in the involvement and cooperation of pupils in the studied classroom. Guidelines for improvement were drawn both from theoretical knowledge and from the author's own practical experience. KEY WORDS Step by step, centres of activities,...

The diploma thesis deals with the topic of application of the model of cooperative teaching in the environment of small schools. The main goal of the diploma thesis is to point out the specifics of small schools in connection with the application of the principles of cooperative teaching. The theoretical part deals with the explanation of basic concepts related to small schools and points out the basic aspects related to the concept of small schools in the Czech Republic, describes the specific qualities of education in small schools while focusing on cooperative teaching and the specifics of cooperative teaching in small schools. Both available monographs and researches that have already been carried out in this area are used. The aim of the empirical part is to identify and describe the application of cooperative teaching in small-class primary schools in the Central Bohemian Region with the help of a questionnaire survey and a case study. Although cooperation can be used in fully organized schools, the author focused mainly on the possibilities of its application in the environment of small schools, which is in many respects specific and she considers it a suitable environment for the application of cooperative teaching. She believes that it is in small schools that the cooperative way of...

Istraživanja pokazuju da kooperativna nastava doprinosi sticanju znanja, razvoju metakognitivnih i kognitivnih sposobnosti učenika; jačanju njihovog samopouzdanja i samopoštovanja; pozitivnim stavovima prema različitim nastavnim aktivnostima, kao i podsticanju motivacije za učenje. Polazeći od ovih nalaza, cilj našeg istraživanja bio je da ispitamo da li kooperativna nastava doprinosi formiranju pozitivnog stava prema čitanju. Za potrebe istraživanja koristili smo rezultate međunarodnog istraživanja razvoja čitalačke pismenosti učenika četvrtog razreda osnovne škole PIRLS, pri čemu je uzorak obuhvatio tri zemlje u kojima su učenici ostvarili najviše postignuće na testu (Rusija, Irska, Finska). Zastupljenost kooperativne nastave merili smo na osnovu odgovora nastavnika na 4 pitanja o tome koliko često tokom nastave čitanja: organizuju učenike da rade u grupi učenika istih sposobnosti; organizuju učenike da rade u grupi učenika različitih sposobnosti; podstiču učenike da diskutuju o tekstu; traže od učenika da međusobno razgovaraju o pročitanom. Ustanovljeno je da se odgovori nastavnika na ova pitanja grupišu oko jednog faktora koji je nazvan kooperativna nastava. Odnos prema čitanju meren je kao latentna varijabla koja je dobijena na osnovu odgovora učenika na 10 pitanja kojima je ispitivan njihov odnos prema nastavi čitanja i čitanju u slobodno vreme. Pozitivan stav prema čitanju posmatrali smo kao značajan elemenat za negovanje unutrašnje motivacije za učenje. Rezultati pokazuju da učenici koji spadaju u 10% onih koji najčešće pohađaju kooperativnu nastavu u poređenju sa grupom od 10% učenika koji najređe pohađaju kooperativni oblik nastave imaju značajno viši skor na skali kojom se meri pozitivan stav prema čitanju. Zaključujemo da su situacije u kojima učenici uče na kooperativan način pogodne za formiranje pozitivnog stava prema čitanju, pa posledično i za podsticanje unutrašnje motivacije za učenje. U školama u našoj zemlji, u kojima još uvek preovladava frontalni oblik rada, nastavnici bi trebalo da nastoje da obezbede situacije kooperativnog učenja, kako bi kod učenika podsticali formiranje pozitivnih stavova ne samo prema čitanju, nego i prema učenju i školskom okruženju uopšte. Research shows that cooperative teaching contributes to acquisition of knowledge, development of metacognitive and cognitive skills of pupils; strengthening their self-confidence and self-esteem; positive attitudes towards different teaching activities, as well as encouraging motivation to learn. Starting from these findings, the aim of our research was to examine whether cooperative teaching contributes to forming a positive attitude towards reading. For the purposes of the research, we used results of an international research on development of reading literacy of fourth grade primary school pupils PIRLS, where the sample included three countries in which pupils achieved the highest attainment on the test (Russia, Ireland, Finland). We measured the representation of cooperative teaching based on the teachers’ answers to 4 questions about how often during reading lessons they: organize pupils to work in a group of pupils with the same abilities; organize pupils to work in a group of pupils with different abilities; encourage pupils to discuss the text; ask pupils to talk to each other about what they have read. It was established that teachers’ answers are grouped around one factor called cooperative learning. The attitude towards reading was measured as a latent variable which was obtained on the basis of pupils’ answers to 10 questions which examined their attitude towards classroom reading and reading in free time. We viewed a positive attitude towards reading as an important element in nurturing intrinsic motivation to learn. The attitude towards reading was measured as a latent variable which was obtained on the basis of pupils’ answers to 10 questions which examined their attitude towards classroom reading and reading in free time. We viewed a positive attitude towards reading as an important element in nurturing intrinsic motivation to learn. The results show that pupils who belong to 10% of those who often attend cooperative classes compared to the group of 10% of students who rarely attend cooperative classes, have a significantly higher score on the scale that measures positive attitude towards reading. We conclude that situations in which pupils learn in a cooperative way are suitable for forming positive attitude towards reading, and consequently, for encouraging intrinsic motivation to learn. In schools in our country where the frontal form of work still prevails, teachers should strive to provide situations of cooperative learning in order to encourage students to form positive attitudes, not only towards reading, but also towards learning and school environment in general. Knjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa

У теоријском оквиру дисертације разматрано је питање одређења школског успеха и његових кључних чинилаца. Анализирана су питања теоријског утемељења кооперативне наставе, одређења њених основних карактеристика и кључних структуралних компонената. Приказани су методолошки оквири и резултати истраживања на подручју кооперативне наставе који су значајни за проблем овог истраживања. Анализирана су питања теоријског утемељења академске саморегулаторне ефикасности, одређења њених карактеристика и основних компонената, као и одређења појмова кључних за њено разумевање (самоефикасности и саморегулисаног учења). Такође, дати су методолошки оквири и резултати релевантних истраживања академске саморегулаторне ефикасности ученика. У раду се истражује релевантност регресионог модела предиктора школског успеха ученика утемељеног на интегрисаним начелима теорије социјалне међузависности и социјално когнитивне теорије. Циљ истраживања био је да се испита да ли су кооперативна настава и академска саморегулаторна ефикасност ученика значајни предиктори њиховог школског успеха. Коначни узорак испитаника чинило је 516 ученика седмог разреда основне школе. За потребе испитивања заступљености кооперативне наставе у школама конструисана је ОКС-КН скала, док је за потребе испитивања изражености академске саморегулаторне ефикасности ученика адаптирана СРУ скала (Suzić i sar., 2013). Школски успех ученика мерен је преко просечне оцене ученика на полугодишту актуелне школске године. Нацрт истраживања је регрeсиони. Све везе између варијабли у моделу су једносмерне и предиктивне. Резултати истраживања показују да се у школама кооперативна настава често не реализује у правом смислу те речи, јер је у пракси заступљеност индикатора њених основних компонената половична. Изузев изазова, све позитивне компоненте академске саморегулаторне ефикасности ученика су израженије од њихових супротних димензија, то јест негативних компонената. Поједине позитивне димензије академске саморегулаторне ефикасности (аутономија и самостално доношење одлука) за нијансу су израженије код ученица у односу на ученике. Кооперативна настава се показала као значајан предиктор академске саморегулатирне ефикасности ученика. Међу компонентама кооперативне наставе, као предиктори позитивних компонената академске саморегулаторне ефикасности ученика, идентификовани су: позитивна међузависност ученика (на основу ње се може предвидети аутономија, интеракција и кооперативно учење, продуктивно учење и самостално доношење одлука), структурирање наставе, вежбање социјалних вештина, евалуација групних процеса (на основу њих се могу предвидети изазов и аутономија) и унапређујућа интеракција „лицем у лице“ (на основу ње се може предвидети интеракција и кооперативно учење). Од компонената кооперативне наставе, као предиктори негативних компонената академске саморегулаторне ефикасности, издвајају се унапређујућа интеракција „лицем у лице“ (на основу ње се могу предвидети аверзија, зависност, репродуктивно учење и некооперативност и субмисивност) и позитивна међузависност ученика (на основу ње се може предвидети репродуктивно учење). Академска саморегулаторна ефикасност ученика се показала као значајан предиктор њиховог школског успеха, где су се издвојиле следеће компоненте: самостално доношење одлука, зависност, репродуктивно учење и интеракција и кооперативно учење. Коначан интегративни модел предиктора школског успеха граде позитивна међузависност ученика, самостално доношење одлука, интеракција и кооперативно учење, зависност, репродуктивно учење и извршавање одлука. Позитивна међузависност ученика, као компонента кооперативне наставе, остварује директан и индиректан допринос предикцији школског успеха. У наведеној релацији академска саморегулаторна ефикасност остварује медијаторску улогу. Модел објашњава 31,7% варијансе школског успеха ученика. Установљено је да је на пољу професионалног развоја наставника, као и стручних сарадника, веома битно обезбедити системску подршку различитим видовима обуке која би имала за циљ да наставници преиспитају лична разумевања везана за употребу кооперативне наставе и њен допринос на различитим подручјима васпитно-образовне делатности. Важно је помоћи наставницима да кроз процес преиспитивања имплицитних теорија раде на критичком преиспитивању и разумевању васпитно-образовне праксе у контексту друштва XXI века. Неопходно је надолазећим генерацијама ученика пружити подршку да се развијају као прилагодљиве и аутономне личности, спремне да активно и ефикасно уче, самостално доносе одлуке, регулишу своје поступке, међусобно сарађују и развијају се у складу са својим могућностима The theoretical framework of the dissertation discusses the issue of determining academic performance and its key factors. The issues of theoretical foundation of cooperative teaching, determination of its basic characteristics and key structural components have been analyzed. Methodological frameworks and research results in the field of cooperative teaching relevant to the problem of this research have been presented. The issues of theoretical foundation of academic self-regulatory efficacy, determination of its characteristics and basic components, as well as definitions of the key concepts for its understanding (self-efficacy and self-regulated learning) have been analyzed. Also, methodological frameworks and results of relevant studies of students' academic self-regulatory efficacy have been presented. This paper explores the relevance of a regression model of predictors of students' academic performance based on the integrated principles of social interdependence theory and social cognitive theory. The aim of the study was to examine whether cooperative teaching and academic self-regulatory efficacy student are significant predictors of their academic performance. The final sample of respondents consisted of 516 seventh-grade students. For the purposes of examining the presence of cooperative teaching in schools, the OKS-KN scale was constructed, whereas he SRU scale (Suzić et al., 2013) was adapted for the purposes of examining the prominence of academic self-regulatory efficiency of students. Students' academic performance was measured by the average grade of students at the end of the first semester of the on-going school year. The research draft was a regressive one. All relationships between variables in the model were unidirectional and predictive. Research results have shown that cooperative teaching is often not properly implemented in schools, as in practice the indicators of its basic components are only halfheatedly present. Apart from the challenge, all the positive components of academic self-regulatory efficacy of students are more pronounced than their opposite dimensions, that is, the negative components. Some positive dimensions of academic self-regulatory efficiency (autonomy and independent decision-making) are slightly more pronounced in female students than in male ones. Cooperative teaching has proven to be a significant predictor of students’ academic self-regulatory efficacy. Among the components of cooperative teaching, the identified predictors of positive components of students' academic self-regulatory effectiveness are: positive student interdependence (on the basis of which autonomy, interaction and cooperative learning, productive learning, and independent decision making can be predicted), structuring teaching, practicing social skills, evaluating group processes (based on which challenge and autonomy can be predicted), and promotive interaction “face-to-face” (on the basis of which interaction and cooperative learning can be predicted). Among the components of cooperative teaching, as predictors of the negative components of academic self-regulatory efficacy, we distinguish by promotive interaction “face-to-face” (on the basis of which one can predict aversion, dependence, reproductive learning and uncooperativeness and submissiveness can be predicted) and positive student interdependence (it predicts reproductive learning). Academic self-regulatory efficacy of students has proven to be a significant predictor of their academic performance, with the following components standing out: independent decision making, interaction and cooperative learning, addiction and reproductive learning. The final integrative model of predictors of academic performance comprised positive student interdependence, independent decision making, interaction and cooperative learning, addiction, reproductive learning and decision making. Positive student interdependence, as a component of cooperative teaching, contributes both directly and indirectly to the prediction of academic performance. In the stated relation, academic self-regulatory efficacy plays a mediating role. The model explains 31.7% of the variance in students' academic performance. It has been established that in the field of professional development of teachers, as well as of professional associates, it is very important to provide systematic support to different types of training, which would aim for teachers to review personal understandings regarding the use of cooperative teaching and its contribution to different areas of educational activity. It is important to help teachers to work on critical examining and understanding of educational practices in the context of the 21st century society through a process of rethinking implicit theories. It is necessary to provide support to the next generations of students to develop as adaptable and autonomous personalities, ready to actively and effectively learn, make decisions independently, regulate their actions, cooperate and develop in accordance with their abilities