Transversal skills development through cooperative learning. Training teachers for the future

Abstract

Purpose The purpose of this study is to analyze and assess the impact of cooperative learning in the acquisition of generic skills in teaching students. Design/methodology/approach The methodology underlying this research has a qualitative orientation. An ad hoc questionnaire has been used as an instrument, in addition to a team notebook, and the observation as procedure to analyze the perceptions of the students in the process. Findings The main results indicate that thanks to the active methodologies, more specifically, the cooperative learning, students develop and improve transferable skills, such as negotiation, leadership, teamwork, reflection, etc. Similarly, the authors have observed improvements in the classroom environment and their social interactions. Research limitations/implications The limitations and possible implications of this study are in the direction of analyzing the implemented cooperative learning methodology techniques to observe the existence of differences in learning. Moreover, they are also related to the analyzing of individual implications for teamwork to assess group learning and its influence on motivation and teamwork. Finally, they are related to the analysis of the involvement of observation and self-regulatory mechanisms in the teamwork learning. Practical implications With this research, the authors incise in the necessary methodological change in universities, responding to the demands of the European Higher Education Area (EHEA) and highlight the importance of using active methodologies. Social implications Cooperative learning is an effective teacher training tool for future teachers who will have to develop in an interpersonal context and, in turn, will teach students who need to acquire a personal and social skills. Originality/value This paper evaluates the impact of using active methodologies and how they contribute to the development of transversal or generic competencies in a real context of university learning.

Cooperative Team Learning and the Development of Social Skills in Higher Education: The Variables Involved

“…Although the theoretical suppositions underlying both techniques (cooperative learning and training in social skills) are to a great extent the same (Curran, 1985), the interaction between them favors the acquisition and development of the latter (Echeita and Martín, 1990; Buchs and Butera, 2015; Casal, 2016; Larraz et al, 2017; Vallet et al, 2017). …”

Educational Leadership Training, the Construction of Learning Communities. A Systematic Review

“…Also, Lin et al (2013) analyzed the impact of collaborative and cooperative work on professional development, accounting the benefits they report for the improvement of practices and student learning. Larraz et al (2017) analyzed the effects of cooperative learning; the results show the development of transferable skills, such as leadership skills, negotiation, reflection, teamwork, improve social interactions. Therefore, cooperative learning can be considered a key instrument for the professionalization of Teachers and Principals in training programs.…”

Student experience on the development of transversal skills in university studies

“…The importance of critical thinking skills and their development in higher education cannot be underestimated, as Liu et al (2014) identify that critical thinking is conceptualized as a tool to facilitate decision making or problem solving and is very important in later carriers. Similarly, Larraz et al (2017) observe the necessity of methodological change in universities, responding to the demands of the European Higher Education Area (EHEA), and the authors highlight the importance of using active methodologies to ensure that students develop and improve transversal skills, such as negotiation, leadership, teamwork, reflection, etc.…”