About this paper

Appears in:
Pages: 2763-2770
Publication year: 2019
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.0753

Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain

SELF-REGULATION AND SELF-ASSESSMENT OF THE COLLABORATIVE LEARNING COMPETENCE IN HIGHER EDUCATION FOR PRESERVICE TEACHERS

M.J. Hernandez-Serrano1, M. Fuentes Agustí2, N. Morales Romo1, G. Parra Nieto1, I. Vicario Molina1

1University of Salamanca (SPAIN)
2Autonomous University of Barcelona (SPAIN)
The competence of collaborative learning and the teamwork effectiveness constitute a basic and key competence in higher education, present in the syllabus of several degrees in the field of social sciences. Even more relevant for educational students, and especially for those who are trained to become teachers (in pre and primary education), where teamwork is an important part of their professional role. Several are the dimensions for the analysis of this competence, although there are three dimensions repeated in different studies, also included in some international reports on teaching competences (Assessment of Key Competences in initial education and training, European Commission, 2012; OCDE; 2018; PISA, 2018):
(1) communication and support (ask and offer help)
(2) developing/monitoring of collaborative roles
(3) collaborative knowledge creation (participation and interdependence).

From these three dimensions an assessment tool was created, considering the whole process, the planning the task, the regulation of the performance and the evaluation at the end. In order to get the effectiveness of the process, a number of activities were asked to analyze for all the members of the groups (dynamics, work methodology, involvement, participation, interaction, commitment, responsibility, contribution, roles, inclusion, relevance, attitude, climate, communication, etc.).

The paper concludes with the importance of self-regulation in teamwork, emphasizing learning and its impact on higher education and professional development as future teachers. According to this, potential feedbacks and forwards are immersed in the evaluation processes that can help students training in the collaborative learning competence.
@InProceedings{HERNANDEZSERRANO2019SEL,
author = {Hernandez-Serrano, M.J. and Fuentes Agust{\'{i}}, M. and Morales Romo, N. and Parra Nieto, G. and Vicario Molina, I.},
title = {SELF-REGULATION AND SELF-ASSESSMENT OF THE COLLABORATIVE LEARNING COMPETENCE IN HIGHER EDUCATION FOR PRESERVICE TEACHERS},
series = {11th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN19 Proceedings},
isbn = {978-84-09-12031-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2019.0753},
url = {http://dx.doi.org/10.21125/edulearn.2019.0753},
publisher = {IATED},
location = {Palma, Spain},
month = {1-3 July, 2019},
year = {2019},
pages = {2763-2770}}
TY - CONF
AU - M.J. Hernandez-Serrano AU - M. Fuentes Agustí AU - N. Morales Romo AU - G. Parra Nieto AU - I. Vicario Molina
TI - SELF-REGULATION AND SELF-ASSESSMENT OF THE COLLABORATIVE LEARNING COMPETENCE IN HIGHER EDUCATION FOR PRESERVICE TEACHERS
SN - 978-84-09-12031-4/2340-1117
DO - 10.21125/edulearn.2019.0753
PY - 2019
Y1 - 1-3 July, 2019
CI - Palma, Spain
JO - 11th International Conference on Education and New Learning Technologies
JA - EDULEARN19 Proceedings
SP - 2763
EP - 2770
ER -
M.J. Hernandez-Serrano, M. Fuentes Agustí, N. Morales Romo, G. Parra Nieto, I. Vicario Molina (2019) SELF-REGULATION AND SELF-ASSESSMENT OF THE COLLABORATIVE LEARNING COMPETENCE IN HIGHER EDUCATION FOR PRESERVICE TEACHERS, EDULEARN19 Proceedings, pp. 2763-2770.
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