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dc.contributor.authorGuillén Gámez, Francisco David
dc.contributor.authorHigueras Rodríguez, María Lina
dc.contributor.authorMedina García, Marta
dc.date.accessioned2020-03-17T11:01:46Z
dc.date.available2020-03-17T11:01:46Z
dc.date.issued2020-03-12
dc.identifier.issn2071-1050
dc.identifier.urihttp://hdl.handle.net/10835/7846
dc.description.abstractThere is a growing interest in the study of active methodologies, especially cooperative learning. It will allow for skills related to the positive interdependence between the components of a group, individual responsibility, the encouragement of interaction, and the development of social skills to be put into practice by pre-service teachers, as well as for the sharing and assertiveness of the ideas of teamwork. The purpose of this study is to predict those variables that significantly positively affect pre-service teachers’ perceptions about the use of cooperative learning methodology in their initial training at university once it has been put into practice in the classroom for 3 months. For this, a quasi-experimental design was implemented to enable its practice, and subsequently the perceptions of the pre-service teachers were collected through the use of a questionnaire. The sample was composed of 140 pre-service teachers from the Faculty of Education of the University of Almeria (Spain). The overall results of the study determined that the interest of pre-service teachers in their subject, age, attendance of practical classes, and the type of education level they have had access to positively affect the perceptions of pre-service teachers, while positive academic performance causes a decline. These findings highlight the need to continue research, mainly on the question of why working in cooperative groups causes a decrease in academic performance.es_ES
dc.language.isoenes_ES
dc.publisherMDPIes_ES
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectcooperative learninges_ES
dc.subjectpre-service teacherses_ES
dc.subjectuniversity educationes_ES
dc.subjectregressiones_ES
dc.titleDeveloping a Regression Model of Cooperative Learning Methodology in Pre-Service Teacher Education: A Sustainable Path for Transition to Teaching Professiones_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherversionhttps://www.mdpi.com/2071-1050/12/6/2215es_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES


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Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internacional