Constructive and Cooperative Learning in the Education of Teachers at University

In this paper, we describe aspects of our practice in teaching future secondary school teachers of various disciplines at the university level. The main goals and challenges of the task are discussed, along with the strategies we have developed over the years, and an account of some of the results and feedback from students. The theoretical frameworks that inform our practice are also presented: ideas by Lev Vygotsky, Juan Ignacio Pozo, Carl Rogers, and Telma Barreiro, among others, are briefly outlined as a context for the discussion. The main problems we present are related to the promotion, at the university level, of truly constructive learning processes and cooperative groups. These purposes, although generally highly valued in the psychology of learning and education literature, become real challenges in actual practice. And even though the pursuit of these aspects is important in higher education in general, they are especially relevant in the context we describe, since this course should contribute to the construction of a positive future teacher´s role by our students. We present some of the techniques and tools we have developed and, finally, we make a reference to the challenge of teaching psychology, in one combined course, to students pursuing teaching education careers in different disciplines. This final topic brings into focus the old debate in psychology of learning about generality vs. specificity of domains, which is also briefly discussed in the context of the strategies we use.

Teachers' Education, Constructive Learning, Cooperation, Groups, University Level

Learning in Higher Education

Paper Presentation in a Themed Session

  • Alicia Nudler
    • Professor, Humanities, Social Sciences and Arts, Universidad Nacional de Río Negro, Argentina Río Negro, Argentina
    • I am a psychologist with a Master's degree in Education. I have taught Psychology in Universities in Argentina for nearly 30 years, always to students pursuing teaching education and careers. I have taught Physical Education students for many years, and for the last nine I´ve been teaching Psychology to Physics, Chemistry, Spanish/Literature and Drama Teacher students. I have studied and researched different aspects of psychology of development and learning over the years, and currently am working in a transdisciplinary area intersecting developmental psychology, embodied cognition and performing arts. I am especially interested in the subjective and interpersonal aspects of learning, group dynamics and the fostering of cooperative relationships in the classroom at all levels of education.
  • Micaela Franzé
    • Teaching Assistant, Universidad Nacional de Río Negro, Argentina Argentina