Aprendizaje colaborativo: una estrategia para el fortalecimiento de la práctica del docente en el centro de reeducación oasis
Montero De León, Rodrigo
Nieto Granados, Anderson Isaías
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AbstractThe research in the reeducation center emerges because the teaching staff develops various techniques of collaborative learning, but these are not developed in the appropriate way. Which is necessary to conduct a thorough review of the teaching practice and make the relevant reflections, likewise, implement collaborative learning strategies in an appropriate manner, in order to transform the practice of the teacher, the main purpose to achieve. According to (UNESCO, 2014), "collaborative professional learning is part of teacher professional development as a strategy to recover teacher training processes, as activities that involve common actions." In addition, (UNESCO, 2014) states that "the central idea of collaborative professional collaborative learning is to recognize that teachers learn from their pedagogical practices: learning to learn, to seek, to select, to experiment, to innovate, in short, to teach " The epistemological dimension is research is framed in a socio-critical paradigm, with a qualitative approach and as a design the action research, which is totally collaborative in nature; indicated for the research developed in the oasis reeducation center with the teaching staff, with which it is desired to generate an installed capacity of how to execute the collaborative learning. The teacher involved in the development of the research, are essential participants in each proposed purpose, without them the action research is not functional, because the action plans are built together and this is done through practice. Meanwhile, the techniques and instruments for collecting the information used were; the interview and observation, both applied to the faculty of the oasis reeducation center. Consequently, the research yields favorable results that point to the collaborative learning strategy as the ideal to transform the teaching practice in the classroom.