A bumpy road to action research12/16/2023 This paper will explore the increase in migration of newly arrived students in Sweden, and how teachers in this country are catering for diverse students through cooperative learning. How schools and classrooms can be fair and inclusive in terms of experiences and outcomes for migrant and refugee students is therefore a key question. At the same time, increased migration poses new challenges for social cohesion in countries around the world. The ongoing refugee crisis makes intercultural competence and culturally responsive education crucial issues in schools. Conclusion : Future research should look to examine and connect professional learning involving pedagogical approaches like CL in physical education to SEL theory and school settings to enhance learning. However, there appeared to be shortcomings and constraints in the implementation of CL to accomplish SEL outcomes comprehensively. Findings show that using CL as a pedagogical approach allowed teachers to teach for and accomplish SEL outcomes while accomplishing broader learning outcomes in physical education. Findings : Four primary themes are presented: emotional processes, social and interpersonal skills, students working it out, and taking time. Inductive and deductive analysis were used for data analysis. Method : A qualitative case study design gathered data from 21 teachers at four primary schools using interviews, focus groups, and field notes. Purpose : The purpose of this study was to explore primary teachers’ perspectives of implementing cooperative learning (CL) to accomplish social and emotional learning (SEL) in Aotearoa New Zealand physical education.
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