El trabajo en equipo a través del aprendizaje colaborativo

Abstract

This research project arises from the difficulties that are generated in educational contexts with respect to how teamwork is being developed, more specifically with the eleventh grade students of the English New England Educational Institution, located in Funza, Cundinamarca, where difficulties have been evidenced in the development of this skill. Initially, the implications of the teamwork in the school are evidenced, in contrast with its developments at a business level, as an element of added value and innovation in the pedagogical practices of teaching. Within this framework, in the absence of teamwork at school due to the privilege of individualized work, a pedagogical proposal is designed for the development of collaborative teamwork in the classroom. From the perspective of the qualitative paradigm and educational action research (Carr & Kemmis, 1986), the proposal "we all have something valuable to contribute" is composed of 4 phases: diagnosis, planning-action, observation and reflection. The process of information analysis was carried out from three levels of information processing: exploratory, axial and selective coding (Sandoval, 2002). Subsequently, the obstacles that are presented in the development of teamwork in contrast to group work (distribution of activities among team members and resistance of teachers when establishing team activities); the consolidation of learning processes from the development of collaborative team skills (Johnson and Johnson, 1999), and the incorporation of technological tools. Finally, some principles were established to promote the development of teamwork in the school.