Reflective Autoethnography of a Teacher: Cooperative Learning in Economic Literacy Classes

The aim of this study is to provide a reflective autoethnography of the author, who is an economic literacy teacher, and to explore the role of cooperative learning in these classes. these experiences were narrated by the author in extracurricular classes during the years 2021 and 2022 in high schools in tehran province. the data for this research were collected through a teaching diary, self-interviews, and documentation of classroom activities. the teaching diary includes daily records of the teacher's experiences, reflections, emotions, and observations using cooperative learning. data analysis revealed that cooperative learning increased teachers' motivation, job satisfaction, and self-confidence, and also improved teacher-student relationships and student learning outcomes. additionally, various challenges and opportunities in implementing cooperative learning were identified. this study demonstrates that cooperative learning can be used as an effective approach in teaching economic literacy, assisting teachers and educational policymakers in enhancing the quality of education and promoting student success.