Teacher education in cooperative learning and its influence on inclusive education
This article presents the study of the perception of teachers and principals participating in a teacher training program about cooperative learning with the focus on the transformation of teaching practices for inclusive education. The aim is to analyze the effect of a teacher training program on te...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universidad de Alcalá (UAH) |
| Repositorio: | e_Buah Biblioteca Digital Universidad de Alcalá |
| Idioma: | inglés |
| OAI Identifier: | oai:dnet:ebuahbibliot::5f1e2309cd59547e16a1f3007ecc3b91 |
| Acceso en línea: | http://hdl.handle.net/10017/68917 https://dx.doi.org/10.1177/1365480220929440 |
| Access Level: | acceso abierto |
| Palabra clave: | Cooperative learning Educational inclusion Teacher training Educación Education |
| Sumario: | This article presents the study of the perception of teachers and principals participating in a teacher training program about cooperative learning with the focus on the transformation of teaching practices for inclusive education. The aim is to analyze the effect of a teacher training program on teaching practices and school transformation. We carried out an exploratory case study involving eight public schools of the Community of Madrid. Twenty-nine teachers (including principals) and two counselors agreed to participate. The process involved discussion groups, in-depth interviews, questionnaires about the training received, and analysis of documents (reports, stories, and projects). The results found that there is a positive influence on how students live together, their learning, emotional intelligence, and social relationships. |
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