Looking at Cooperative Learning through the Eyes of Public Schools Teachers Participating in a Teacher Development Program* Una mirada al trabajo cooperativo desde la perspectiva de los profesores de colegios públicos que participan en un programa de desarrollo profesional

dc.creator	John Jairo Viáfara González
dc.creator	María Eugenia López Hurtado
dc.date	2007-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:08:18Z
dc.date.available	2015-07-20T22:08:18Z
dc.identifier	1657-0790
dc.identifier	https://doaj.org/article/f03886b869e741d5ad565fd9e6868ba8
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/11895
dc.description	An exploration of in-service public schools teachers’ implementation of cooperative learning forms the basis of this article. By means of a qualitative approach to research, two tutors in a teacher development program have studied how a group of English teachers set the conditions to create a cooperative learning environment in their classes. Additionally, they reveal the perceptions that these educators have of themselves as initiators who guide their students in this pedagogical experience. The analysis of information collected provides views about the role that teachers assumed and their concerns when organizing their classroom in order to experience cooperative work. Furthermore, teachers’ self-encouragement for professional development emerged as a fundamental issue when they implemented this approach in their institutions.<br>Una exploración de la implementación de aprendizaje cooperativo por parte de los maestros de colegios públicos fue la fuente esencial para escribir este artículo. A través de un enfoque de investigación cualitativo, dos tutores de un programa de desarrollo de maestros han estudiado como un grupo de profesores establecen condiciones para crear un ambiente de aprendizaje cooperativo en sus clases. Adicionalmente, ellos revelan la percepción que estos educadores tienen de ellos mismos como los iniciadores para guiar a sus estudiantes en esta experiencia pedagógica. El análisis de la información recogida proporciona las diferentes opiniones sobre el papel que los profesores asumieron y sus preocupaciones al organizar su aula para experimentar el trabajo cooperativo. Además, el mismoestímulo de maestros por el desarrollo profesional surge como un asunto fundamental cuando implementaron este enfoque en sus instituciones.
dc.language	English
dc.publisher	Universidad Nacional de Colombia
dc.relation	http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902007000100008
dc.relation	https://doaj.org/toc/1657-0790
dc.rights	CC BY
dc.source	Profile Issues in Teachers' Professional Development, Vol 8, Iss 1, Pp 103-120 (2007)
dc.subject	Trabajo cooperativo
dc.subject	grupo cooperativo
dc.subject	clase cooperativa
dc.subject	taller cooperativo
dc.subject	aprendizaje cooperativo
dc.subject	Cooperative work
dc.subject	cooperative group
dc.subject	cooperative class
dc.subject	cooperative workshop
dc.subject	cooperative learning
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Looking at Cooperative Learning through the Eyes of Public Schools Teachers Participating in a Teacher Development Program* Una mirada al trabajo cooperativo desde la perspectiva de los profesores de colegios públicos que participan en un programa de desarrollo profesional
dc.type	article