Active and Collaborative Methodologies to Help Improve the Learning of Future Pedagogues

Abstract

Research Background

The progressive consolidation of “European convergence” has revealed a shift from a teacher-centred conception of education to a new paradigm in which the pupil is the backbone of the teaching-learning process (Niemi, 2009, Teichler, 2010). This has a direct impact on teaching, which now focuses on learning and the acquisition of skills and abilities -giving particular value to teachers’ and students’ involvement and effort to attain these- and the quality of pupils’ learning (Río, 2004; Light, Cox, & Calkins, 2009).
The research, performed by Barcelona University’s FODIP research group, centres on determining the impact of applying different active and collaborative methodologies on the learning process of pupils in the Pedagogy Faculty. These students in the near future shall act as trainers of trainers in educational contexts. The main aims of the research were to: 1) Adapt and implement active methodologies that help students to create their own learning process, following the new directives of the European Higher Education Area (EHEA); 2) Analyse the degree of impact produced by applying active methodologies1 in the context of training future pedagogues.

1 The strategies introduced were, among others: simultaneous dialogues, role-playing, group puzzle, four corners, case study, structure location and directed workshop. For this, we followed Brown, G. y Atkins, M. (1990). Effective teching in Higher Education. London: Routledge; Cohen, E.; Brody, C.; I Sapon-Shevin, M. (2004). Teaching Cooperative Learning. Albany: State of University of New York and Light, G.; Cox, R. & Calkins, S. (2009), Learning and Teaching in Higher Education. The Reflective Professional. 2nd Edition. London: Sage.