Teacher Collaboratión to promote inclusive practices with cooperative learning

This study investigates how collaborative analysis of cooperative learning challenges by teachers fosters the development and implementation of inclusive improvement proposals for students with Special Educational Needs (SEN). Moreover, collaborative work among teachers has proven to be a powerful t...

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Autores: Lago, José Ramón, Sanahuja, Aida, Amenábar Perurena, Nere, Soldevila, Jesús
Tipo de recurso: artículo
Fecha de publicación:2025
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/76344
Acceso en línea:http://hdl.handle.net/10810/76344
Access Level:acceso embargado
Palabra clave:cooperative learning
teacher collaboration
inclusive education
special educational needs
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spelling Teacher Collaboratión to promote inclusive practices with cooperative learningLago, José RamónSanahuja, AidaAmenábar Perurena, NereSoldevila, Jesúscooperative learningteacher collaborationinclusive educationspecial educational needsThis study investigates how collaborative analysis of cooperative learning challenges by teachers fosters the development and implementation of inclusive improvement proposals for students with Special Educational Needs (SEN). Moreover, collaborative work among teachers has proven to be a powerful tool for professional development and also for the improvement of cooperative learning. The objective of this current research is to observe how a strategy of collaborative analysis among teachers of the problems or questions that arise in their cooperative learning practice (problems/questions) allows them to create and implement improvement proposals aimed at bettering the inclusion of these students. Employing a qualitative, multiple case study design within an action-research framework, three teacher teams from ten schools across Galicia, Valencia, Basque Country, and Catalonia (Spain) participated. Findings reveal key collaborative tasks that facilitated improvement proposal creation, including constructive collaboration on activity content and structure. Teachers also modelled strategies for inclusive student teamwork, particularly supporting students facing barriers. Notably, communicative exchanges between teachers were crucial for advancing these improvements. This research highlights the efficacy of teacher-driven collaborative analysis in enhancing the inclusion of students with Special Educational Needs (SEN) within cooperative learning environments.This work was supported by the Plan I+D+i of the Ministry of Science and Innovation: “Collaboration among teachers in the development of cooperative learning for the inclusion of the most vulnerable students [PID2021-128456NB-I00]; Jaume I University through its Research Stay Grants [E-2022-25].Taylor & Francis2027202520252025info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/76344reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoIngléshttps://doi.org/10.1080/19415257.2025.2547388info:eu-repo/semantics/embargoedAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/(c) 2025 Taylor & Francis.It is deposited under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives Licenseoai:addi.ehu.eus:10810/763442026-06-18T09:23:17Z
dc.title.none.fl_str_mv Teacher Collaboratión to promote inclusive practices with cooperative learning
title Teacher Collaboratión to promote inclusive practices with cooperative learning
spellingShingle Teacher Collaboratión to promote inclusive practices with cooperative learning
Lago, José Ramón
cooperative learning
teacher collaboration
inclusive education
special educational needs
title_short Teacher Collaboratión to promote inclusive practices with cooperative learning
title_full Teacher Collaboratión to promote inclusive practices with cooperative learning
title_fullStr Teacher Collaboratión to promote inclusive practices with cooperative learning
title_full_unstemmed Teacher Collaboratión to promote inclusive practices with cooperative learning
title_sort Teacher Collaboratión to promote inclusive practices with cooperative learning
dc.creator.none.fl_str_mv Lago, José Ramón
Sanahuja, Aida
Amenábar Perurena, Nere
Soldevila, Jesús
author Lago, José Ramón
author_facet Lago, José Ramón
Sanahuja, Aida
Amenábar Perurena, Nere
Soldevila, Jesús
author_role author
author2 Sanahuja, Aida
Amenábar Perurena, Nere
Soldevila, Jesús
author2_role author
author
author
dc.subject.none.fl_str_mv cooperative learning
teacher collaboration
inclusive education
special educational needs
topic cooperative learning
teacher collaboration
inclusive education
special educational needs
description This study investigates how collaborative analysis of cooperative learning challenges by teachers fosters the development and implementation of inclusive improvement proposals for students with Special Educational Needs (SEN). Moreover, collaborative work among teachers has proven to be a powerful tool for professional development and also for the improvement of cooperative learning. The objective of this current research is to observe how a strategy of collaborative analysis among teachers of the problems or questions that arise in their cooperative learning practice (problems/questions) allows them to create and implement improvement proposals aimed at bettering the inclusion of these students. Employing a qualitative, multiple case study design within an action-research framework, three teacher teams from ten schools across Galicia, Valencia, Basque Country, and Catalonia (Spain) participated. Findings reveal key collaborative tasks that facilitated improvement proposal creation, including constructive collaboration on activity content and structure. Teachers also modelled strategies for inclusive student teamwork, particularly supporting students facing barriers. Notably, communicative exchanges between teachers were crucial for advancing these improvements. This research highlights the efficacy of teacher-driven collaborative analysis in enhancing the inclusion of students with Special Educational Needs (SEN) within cooperative learning environments.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025
2025
2027
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/76344
url http://hdl.handle.net/10810/76344
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv https://doi.org/10.1080/19415257.2025.2547388
dc.rights.none.fl_str_mv info:eu-repo/semantics/embargoedAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv embargoedAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
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