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Despite of its relevance and evidence support, Cooperative Learning (CL) is a challenge for all the educational systems because of the difficulties for its implementation. This study has the objective to identify the effect of Primary Education initial teacher training in the prediction of future CL use. Two groups, of 44 and 45 students, were conceptually trained, with the latter also having the opportunity to experience CL in the university classroom. Opting for a mixed methods research, this study tries to identify changes in a pre- and post-test Cooperative Learning Implementation Questionnaire and to explain possible changes through 4 focus groups. Quantitative results show differences in expectations of CL success and index of CL use for the group who had the CL experience. Qualitative data revealed that improvements can be explained by the increase in students’ awareness of the learning opportunities that CL offered them, giving and receiving scaffold help, preparing activities and enhancing motivation.

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La investigación recoge las percepciones de docentes en una práctica de observación entre iguales como mecanismo para el desarrollo profesional. A partir de una observación colaborativa y mutua, 131 docentes acuerdan focos de observación y se observan mutuamente en una sesión de clase, ofreciéndose feedback para concretar objetivos personales de mejora. Los resultados pretest-postest indican disminución de las resistencias e incremento de algunas dimensiones de la agencia docente. Los análisis descriptivos muestran percepciones positivas de los participantes, particularmente en las fases colaborativas. Aunque no todos concretan objetivos de mejora, se ha trazado cómo van apareciendo y refinándose durante el proceso.