Representaciones de docentes de español sobre la construcción del conocimiento y el aprendizaje en equipo

The aim of the investigation was to ascertain the representations of Spanish teachers about language teaching and learning in order to establish which of them promote processes of knowledge construction in their students as they work in small groups. A qualitative study through an in-depth interview and observations of two teachers from Aguascalientes, Mexico, was conducted. The results indicate that the teachers have sufficient knowledge about the pedagogic model of the subject they teach and about the epistemological principles in which such model is based upon. Nonetheless, when applied to their classes, both teaches differ considerably from one another. This leads to conclude that the ways in which these teachers intervene to promote processes of knowledge construction in their students when they engage in learning tasks while working in small groups, depends on the teachers’ representations of these theoretical constructs and how they have integrated them to their teaching practice.

Introducción -- El trabajo en equipo como espacio para la construcción del conocimiento -- La representación de los docentes y su relación con la práctica -- Metodología -- Resultados -- ¿Qué significa construir? -- ¿Qué es el conocimiento escolar y cómo se aprende? -- La metodología de la enseñanza y el papel de los docentes
-- El trabajo en equipo y la construcción del conocimiento
-- Consideraciones finales