شبكة المعلومات العربية التربوية

This article reports an investigation into the impact of presenting communicative traits of writing through cooperative learning on trainee teachers' pedagogical knowledge and attitudes towards a 'traits of writing' approach and cooperative learning. Mixed methodologies were used with the participants in a quasi-experimental repeated measure. Forty-two trainee teachers, enrolled in the Bahrain Teachers College, answered the pre and post pedagogical knowledge test and completed the two attitude scales at the end of semester. The results suggest that presenting communicative traits of writing through cooperative learning has a positive effect on the participants' pedagogical knowledge, and also has a positive impact on their attitudes towards communicative traits of writing approach, and attitudes towards cooperative learning. Further implications for teacher education are presented. (As Provided)