Beliefs about teacher-student interactions in collaborative learning

Abstract

One of the interests of educational psychology is research on the methodology of collaborative learning. Most research study the subject from the results of this methodology in learning in general. The present research whose purpose is to describe the beliefs of teachers and university students in the application of the collaborative learning methodology. The research process was carried out on the basis of the educational research method with a multi-case study design, through interviews to teachers and focus groups to university students participating in collaborative learning experience. The results indicate that beliefs which teachers have about students and about their teachers, guide the type of interactions that emerge in collaborative learning. Therefore rather than teaching-learning objectives, what is at stake are intersubjective relationships.