Cooperative Learning Implementation in English Classes: Teachers' Perspectives

Anna Szczesniak

doi:10.18172/jes.6276

Autores/as

Anna Szczesniak Universidad de Málaga https://orcid.org/0000-0002-0504-3355

DOI:

https://doi.org/10.18172/jes.6276

Palabras clave:

aprendizaje cooperativo, clases de inglés, Educación Primaria, Educación Secundaria, España

Resumen

El presente estudio tuvo como objetivo explorar los puntos de vista de los docentes sobre la integración de la metodología de aprendizaje cooperativo en las clases de inglés. El objetivo principal fue evaluar el grado en que se implementa el aprendizaje cooperativo e identificar los desafíos asociados con su uso. Además, el estudio buscó analizar si las características individuales de los educadores influían en sus opiniones sobre la integración del aprendizaje cooperativo. Se administró un cuestionario ad hoc a 74 docentes de educación primaria y secundaria que trabajan en la región de Andalucía. Los datos revelaron que, aunque los participantes se sentían adecuadamente capacitados, surgieron preocupaciones sobre la adecuación de la formación universitaria y la accesibilidad a cursos de formación continua. Se reconocieron los beneficios del aprendizaje cooperativo, incluyendo la mejora de las habilidades lingüísticas y la colaboración. Sin embargo, se identificaron desafíos como limitaciones de recursos, participación desigual y dificultades para adaptar las actividades a distintos niveles de competencia. Además, el estudio mostró que factores como la edad, el género, el tipo de centro, la experiencia y el nivel de dominio del inglés influyeron en las opiniones de los docentes sobre la implementación del aprendizaje cooperativo en las clases de inglés.

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Citas

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