Competence teamwork: perception and development through activities

• Autores: Pilar I. Vidal Carreras, María Valero Herrero, Rosario Perello Marín, Juan A. Marin-Garcia
• Localización: INNODOCT/13.International Conference on Innovation, Documentation and Teaching Technologies: New changes in technology and innovation / Fernando J. Garrigós Simón (ed. lit.), Marta Peris Ortiz (ed. lit.), Ignacio Gil Pechuán (ed. lit.), Sofía Estellés Miguel (ed. lit.), Carlos Manuel Dema Pérez (ed. lit.), José Onofre Montesa Andrés (ed. lit.), María Pilar Conesa García (ed. lit.), María Teresa Barberá Ribera (ed. lit.), Carlos Rueda Armengot (ed. lit.), Yeamduan Narangajavana Kaosiri (aut.), 2013, ISBN 9788490480861, págs. 2-11
• Idioma: inglés
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• Resumen

  • In the labor market, it has been shown that to have the ability to work as a team is very important. Since the work of university teachers is to form as best as possible students, it is considered that it should give special attention on understanding and incorporating classroom activities that may support the development of this competence of teamwork. Relying in the theory that teamwork provides a deeper and more meaningful learning of contents, when used in a context of active methodologies, and supported by the fact that it makes positive effects on students' academic performance, motivation and attitude toward learning, we present a qualitative study of the evolution in teamwork perception for students working in groups within an academic year. In doing so, we have based our study in grounded theory, and we have used ATLAS-TI as analysis tool for process and compare two different surveys that have taken part one in the very beginning of the course, and the second one at the end of the course after the interventions. As a later step, we present a quantitative analysis of the evolution of the different typology of perceptions and its relation with the work done in each course. Thus, this paper pursues two objectives: first, to be able to categorize in terms of the perception of teamwork for university students, and secondly, to draw conclusions about the possible influence of the different activities in changing perceptions to the beginning and end of the course