Dialogue among educators: Rethinking and recreating scenarios of cooperative and inclusive learning

Abstract

In addition to expanding collaborative spaces, the dialogue among teachers as a formative and innovative strategy introduces new perspectives and reshapes the underlying conceptions in existing practices by the integration of new elements. For this dialogue to be constructive, it requires proposals and strategies that support it and encourage it. In this paper, we present a collaborative methodological proposal where, through dialogue, joint analysis, and reflection on specific practices, learning scenarios are reconstructed within the framework of cooperative learning, with the aim of improving equitable participation and simultaneous interaction. The study employs a qualitative research design, centred on the interpretative paradigm, with a methodological approach aligned with the case study. Participants include teachers or professionals from different educational centers in Spain, as well as teachers from three Spanish universities. Data collection methods include participant observation, video elicitation, and focus groups. The results indicate that for the successful implementation of cooperative learning, it is crucial for teachers to establish effective dialogue through constant communication and collaboration, creating an educational environment where cooperative learning becomes a school-wide project and has a positive impact on the entire educational community. The study concludes on the importance of dialogue among teachers for planning and designing cooperative activities to promote improved student interaction and the achievement of educational objectives.

Keywords

• Teacher collaboration
• Dialogue
• Cooperative learning
• Inclusion