Análisis del ejercicio de la docencia durante el aprendizaje colaborativo en el quinto año de educación general básica

Abstract

The problem that the research addresses is that teachers today do not consider the necessary phases to carry out collaborative learning within the teaching-learning process. It is crucial that the academic and professional training of teachers be optimal, since they are responsible for training individuals capable of changing the world. Currently, teachers maintain a traditional role within the classroom and do not seek new learning strategies to develop individual and collective skills of students. Therefore, the objective of the research was "Analyze the teaching exercise during the application of collaborative learning in the Fifth Year of Basic General Education". The methodology used was a qualitative approach that allowed the analysis of the research to highlight three results. In the first place, teachers, by not using collaborative learning properly, students do not know how to work in groups and this is reflected throughout their academic and social training. Secondly, the role of the teacher in collaborative learning is to guide and provide the appropriate and necessary tools according to the objective of the activity to achieve the construction of learning. Finally, the third result indicates that, by not receiving the necessary guidelines and indications to develop collaborative learning, only one student participates in each activity, which leads to low academic performance of the other students and the use of those who assume the role of leader.