Cooperative learning interventions and associated outcomes in future teachersa systematic review

  1. Javier Fernández Río 1
  2. Sergio Rivera Pérez 2
  3. Damián Iglesias Gallego 2
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2022

Volumen: 27

Número: 2

Páginas: 118-131

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Resumen

El uso del aprendizaje cooperativo como marco pedagógico en los centros universitarios de formación del profesorado ha cobrado especial relevancia en la última década. ¿Qué sabemos hasta ahora sobre el impacto de las intervenciones de aprendizaje cooperativo en los futuros docentes? El propósito de este estudio ha sido proporcionar una imagen contemporánea sobre la utilización del aprendizaje cooperativo en la formación del profesorado mediante una revisión sistemática. Más específicamente, este estudio ha tenido como objetivo responder a las siguientes preguntas de investigación: (1) ¿Cuál ha sido el enfoque de los estudios que investigaron los beneficios del aprendizaje cooperativo en la formación del profesorado? (2) ¿Qué resultados de aprendizaje se han observado? (3) ¿Cuáles han sido los principales efectos en los futuros docentes? Varias bases de datos electrónicas han sido empleadas en el proceso de búsqueda (Web of Science, EBSCO host, Scopus, ERIC, PsycINFO, SciELO). Estudios de intervención cuantitativos, cualitativos o mixtos han sido analizados. Un total de 19 artículos, involucrando a 1944 estudiantes, han sido incluidos para evaluar, organizar y producir una síntesis de calidad sobre la evidencia en el empleo de este enfoque metodológico. Se presenta una revisión exhaustiva de la literatura sobre sus efectos y resultados de aprendizaje. Los hallazgos muestran que esta estrategia de enseñanza puede ser útil para el desarrollo global de los futuros docentes: conocimiento del contenido, conocimiento del contenido pedagógico, habilidades personales, interpersonales y transversales, y habilidades y competencias profesionales. Desafortunadamente, estas mejoras no son lineales y necesitan tiempo y experiencias altamente estructuradas. El aprendizaje cooperativo se ha mostrado como un formato instructivo positivo en los programas de formación de docentes de todo el mundo. Se discuten las implicaciones formativas y la investigación futura

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Fuente de los datos: Dialnet