Collaborative strategy to improve the inclusion of at risk of exclusion through cooperative learning

Abstract

The implementation of cooperative learning in the classroom is not an easy task, especially in cases where cooperative teams include students at risk of exclusion. The aim are: 1) to analyze the most relevant tasks in collaborative processes in order to build improvements in cooperative learning for inclusion. 2) to identify the areas for improvement in cooperative learning within collaborative work that will guide the development of improvement proposals. 3) to understand teachers' perceptions of the most valued aspects of the collaboration process to advance in the improvement priorities. A total of 12 teachers, 3 training advisors, and 6 university researchers, organized into 3 working teams, participated in the study. The results present the analysis tasks of the practices identified as useful, which helped the teachers address the problem-questions posed. Additionally, the evaluations and testimonials from the participants in the collaborative analysis sessions are shared, showing how these sessions have helped improve their cooperative learning practices. The proposed collaborative strategy is seen as useful for teachers within the same school staff to enhance and rethink cooperative learning practices in their institution.