Cooperative Learning or Group Work in Initial Teacher Education: Impact on Future Teachers’ Perceptions

Cooperative Learning (CL) is a pedagogical model that promotes positive interdependence and active learning. However, in higher education, conceptual confusion persists, as group work is often mistakenly equated with CL. This study had two aims: (1) to analyse differences in CL perceptions among third-year students enrolled in Early Childhood Education and Primary Education degrees with a specialisation in Physical Education, and (2) to evaluate the effects of a structured CL model versus a group work approach on these perceptions. A total of 121 students participated: GTGEI (n = 54), who followed a course based on group work without a CL structure, and GACEF (n = 67), who followed a structured CL model. At pretest, GTGEI showed higher perceptions in 5 of 7 dimensions. After the intervention, GACEF improved significantly in 6 dimensions, whereas GTGEI showed no improvement and even declined in several areas. The findings indicate that systematic implementation of CL enhances both students’ perceptions and teaching competence, whereas unstructured group dynamics may be ineffective or even counterproductive.