Magister

This paper presents the process and results of an action research study of a novice teacher in collaborative learning practice.1 The author of this paper has been involved in collaborative learning issues in her professional life as a researcher and a novice teacher in one role. It is co-teaching that has completely changed the way we look at teaching and the author is aware of this fact. She began to ask questions about the use of teaching methods, organizational forms of teaching and resources and their use in collaborative learning. The aim of the action research was to find appropriate teaching methods, organisational forms of teaching and resources that positively exploit the learner's potential and respond to their individual needs in accordance with the philosophy of collaborative learning. Furthermore, the paper reflects on whether the chosen methods, forms and means can motivate pupils to take responsibility for their learning. The author's class was fully involved in the action research, and they were not only the main actors but also the co-directors of the whole research. It was these pupils who were given the opportunity to make decisions, express their opinions and give direction to the whole research. The action research was conducted according to Kemmis and McTaggart's model consisting of cyclical phases of action, evaluation and reflection (2014). The method of direct observation and semi-structured focus group interviews were also used for each phase. The results show the importance of choice, task differentiation and participation in lesson design for students in collaborative learning.