Implicaciones de la formación del profesorado en aprendizaje cooperativo para la educación inclusiva

Abstract

El estudio analiza las influencias que el aprendizaje cooperativo ejerce en los procesos de formación y reflexión docentes para el cambio educativo, dirigidos a la mejora de la atención a la diversidad y la inclusión dentro del aula ordinaria a aquellos estudiantes con necesidades específicas de apoyo educativo. Como objetivo general se plantea analizar la influencia que la formación del profesorado en aprendizaje cooperativo tiene sobre los estudiantes con necesidades específicas de apoyo educativo y como objetivos específicos analiza las influencias que la formación docente en la metodología del aprendizaje cooperativo ejerce sobre los procesos inclusivos y de atención a la diversidad. La metodología utilizada es cualitativa, mediante un estudio de caso. Los participantes son los 178 alumnos que han estudio el postgrado de Experto en Aprendizaje Cooperativo de la Universidad de Alcalá, durante los cursos 2011 al 2017, surgiendo del análisis documental realizado, 5 familias de categorías relacionadas entre sí: las acciones cooperativas inclusivas básicas desarrolladas al trabajar con esta metodología, las dificultades para aplicar acciones inclusivas, las acciones de atención a la diversidad, externas a la unidad didáctica cooperativa en el aula ordinaria y por último, las acciones desarrolladas fuera del aula ordinaria. Se concluye subrayando la importancia que para la atención a la diversidad e inclusión dentro del aula tiene la formación docente en esta metodología, influyendo de forma positiva en sus procesos inclusivos, siendo necesario una mayor reflexión docente hacia la atención a la diversidad dentro del aula, a través de la planificación cooperativa.

The study analyzes the influences that the cooperative learning exerts in the processes of teacher training and reflection for educational change, aimed to improve attention to diversity and inclusion in the regular classroom for those students with specific educational support needs. As a general objective it is proposed to analyze the influence that teacher training in cooperative learning has on students with specific educational support needs. A specific objective is to analyze the influence that teacher training in cooperative learning exerts on inclusive processes and attention to diversity. The methodology used is qualitative, through a case study. The participants are the 178 students who have studied the postgraduate of Cooperative Learning Course of the University of Alcalá, during 2011 to 2017 courses. 5 families of related categories emergent from the analysis performed: the basic inclusive cooperative actions developed, the difficulties to apply inclusive actions, the actions of attention to diversity external to the cooperative teaching unit in the regular classroom, and finally the actions developed outside the regular classroom. It concludes by emphasizing the importance that teacher training in this methodology has for attention to diversity and inclusion within the classroom, requiring greater teacher reflection towards attention to diversity within the classroom, through cooperative planning.

The study analyzes the influences that the cooperative learning exerts in the processes of teacher training and reflection for educational change, aimed to improve attention to diversity and inclusion in the regular classroom for those students with specific educational support needs. As a general objective it is proposed to analyze the influence that teacher training in cooperative learning has on students with specific educational support needs. A specific objective is to analyze the influence that teacher training in cooperative learning exerts on inclusive processes and attention to diversity. The methodology used is qualitative, through a case study. The participants are the 178 students who have studied the postgraduate of Cooperative Learning Course of the University of Alcalá, during 2011 to 2017 courses. 5 families of related categories emergent from the analysis performed: the basic inclusive cooperative actions developed, the difficulties to apply inclusive actions, the actions of attention to diversity external to the cooperative teaching unit in the regular classroom, and finally the actions developed outside the regular classroom. It concludes by emphasizing the importance that teacher training in this methodology has for attention to diversity and inclusion within the classroom, requiring greater teacher reflection towards attention to diversity within the classroom, through cooperative planning.