Publication: El aprendizaje cooperativo en la formación de maestros
de Educación Primaria
Authors
Izquierdo Rus, Tomás ; Asensio Martínez, Elena ; Escarbajal Frutos, Andrés ; Rodríguez Moreno, Javier
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/rie.37.2.369731
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info:eu-repo/semantics/article
Description
Abstract
La universidad es un contexto de aprendizaje, en el que el alumnado es el responsable de
tomar sus propias decisiones, controlar su propio proceso de aprendizaje y las interacciones que
intervienen en él. En los grados como el de Educación Primaria, el progreso del aprendizaje
no depende sólo de un individuo, sino del esfuerzo conjunto de un grupo de iguales, cuyo des-
empeño se ve reflejado en el aprendizaje individual. Así, los objetivos del presente trabajo han
sido establecer cómo se desarrolla el concepto de trabajo en grupo y las estrategias que ponen en
marcha para llevarlo a cabo en función de su satisfacción. Los participantes de esta investigación
han sido 523 estudiantes del Grado de Educación Primaria de las Universidades de Murcia y de
Jaén. Para ello se ha utilizado un cuestionario tipo Likert con cuyos resultados se ha establecido
una comparación entre el alumnado que inicia el grado en Educación Primaria y aquellos que
ya tienen varios años de experiencia en el ambiente universitario. Destacar como principales
resultados y conclusiones que el alumnado desarrolla un concepto del trabajo en grupo que se
mantiene estable en el tiempo. Sin embargo, la utilidad que creen que les reporta el trabajo en
grupo sí puede cambiar, influenciados por las exigencias del contexto. Así mismo, cuando el alumnado está satisfecho con el trabajo de su grupo confían más en sus propias habilidades y
capacidades para construir su conocimiento.
The university is a learning context, where the students are responsible for making their own decisions and controlling their own learning process and the interactions that intervene in it. Not only that, in degrees such as Primary Education, the progress of learning does not depend only on an individual, but on the joint effort of a peer group, whose performance is reflected in the individual learning. Thus, the objectives of this paper have been to establish how the concept of group work is developed and the strategies that are put in place to carry it out according to their satisfaction. The participants of this research have been 523 students of the Degree of Primary Education of the University of Murcia and the University of Jaen. To this end, a Likert questionnaire has been used, with the results of which a comparison has been established between the students who start the degree in Primary Education and those who already have several years of experience in the university environment. The main results and conclusions confirm that the students develop a concept of group work that remains stable over time. However, the usefulness that they believe that group work brings can change, influenced by the demands of the context. Additionally, when students are satisfied with the work of their group, they rely more on their own skills and abilities to build their knowledge.
The university is a learning context, where the students are responsible for making their own decisions and controlling their own learning process and the interactions that intervene in it. Not only that, in degrees such as Primary Education, the progress of learning does not depend only on an individual, but on the joint effort of a peer group, whose performance is reflected in the individual learning. Thus, the objectives of this paper have been to establish how the concept of group work is developed and the strategies that are put in place to carry it out according to their satisfaction. The participants of this research have been 523 students of the Degree of Primary Education of the University of Murcia and the University of Jaen. To this end, a Likert questionnaire has been used, with the results of which a comparison has been established between the students who start the degree in Primary Education and those who already have several years of experience in the university environment. The main results and conclusions confirm that the students develop a concept of group work that remains stable over time. However, the usefulness that they believe that group work brings can change, influenced by the demands of the context. Additionally, when students are satisfied with the work of their group, they rely more on their own skills and abilities to build their knowledge.
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