Despite their numerous advantages to learners, cooperative learning methods are not widely used in primary school. This thesis aims to understand better the implementation of these methods. First, it provides a general overview of their social value. It reveals that a teacher who practices cooperative learning, as opposed to competitive learning, is perceived more positively in terms of likeability (social desirability) and competence (social utility). This thesis then examines the role of (future) teachers' values in cooperative learning. It shows that the more teachers attach importance to values of self-transcendence (benevolence, universalism), the more they favour cooperative learning. However, this relationship seems to diminish when self-enhancement values (power, achievement) — prevalent in the conventional school environment — are emphasised. These findings contribute to a better understanding of the conditions that enable cooperative learning methods to be applied in the classroom.