Abstract:

Nowadays social institutions are in continuous transformation, in terms of the ways of working, leadership, responsibility, organisation, etc. University education is framed in this scenario, where a methodological change is demanded that places students as the protagonist of their learning, with the aim of encouraging their involvement in university life, as well as comprehensive learning through activities that involve responsibility and collaboration, as indicated in the Organic Law of the University System and which also highlights the importance of teaching innovation as a means of improving the quality of teaching and the ability to adapt to new scenarios by encouraging active learning and the development of student competences through practical experiences, using innovative methodologies, including collaborative methodologies, which are based on the active commitment of the students.´

This commitment to methodological innovation encourages collaboration and maximises the active involvement of university students through a system of interactions that promotes reciprocal influence between the different members of the group, with the aim of helping, stimulating and motivating the participation of each member of the group through collaboration, showing that they are capable of differentiating and contrasting their perspectives to build knowledge structures, highlighting the responsibility of each member of the group with respect to the final task that the team must carry out.

Therefore, we present a qualitative study with the aim of finding out the impressions of university students about learning through collaborative work. This study is part of a theoretical-practical experience for the development of educational resources in the subject Educational Theories in Early Childhood Education (Degree in Early Childhood Education - University of Almeria - Course 2022-23) and is included within the Project for Innovation and Good Teaching Practices entitled "Active methodologies and good practices in Higher Education: The student as the axis of the teaching-learning process" (23_24_1_41). The total participating sample consisted of 85 students from the University of Almeria of the 1st Degree in Early Childhood Education in the subject of Educational Theories taught during the 2nd term of the academic year 2022/2023. The instrument used for data collection was a questionnaire consisting of 5 dichotomous YES/NO questions and 5 open questions.

The results reflect the students' satisfaction with their learning through the transfer of theoretical knowledge to the practical scenario, as well as collaborative work. Therefore, we conclude that the collaborative methodology, as well as the practical experience, is enriching for students in their learning and necessary for future university teachers to achieve professional success.

Keywords:

Collaborative learning, teacher, university education, practical experience.