Abstract

This article explores strategies to improve teachers’ proficiency in group investigation (GI) as a cooperative teaching and learning approach in secondary schools in Pixley Ka Seme District, South Africa. The researchers followed a pragmatic approach and a contemporary mixed-method design to conduct the research. Convenient and purposive sampling was used to select Life Orientation teachers to participate in the interviews and observations. Data were analyzed using inductive thematic analysis. Findings revealed that even though teachers have limited knowledge in employing group investigation as a teaching approach, the role of the teacher in cooperative classroom pedagogy is vital to promote optimal learning experiences for learners and develop critical twenty-first-century life orientation skills. Policy needs to be put into practice. Thus, implementing a cooperative learner-participatory approach will enhance learners’ performance in the life orientation classroom and ensure that diverse learners are actively involved. Further research is needed, using a much bigger sample, which might yield different or more nuanced results on improving teachers’ proficiency regarding group investigation cooperative teaching-learning approach.