THE TRIPLE ROLE OF THE TEACHER IN SITUATIONS OF COOPERATIVE LEARNING

The educational model that emerges from cooperative learning has been sounding strongly throughout the last decades, increasing interest in putting it into practice in schools. Despite this interest and the numerous studies that support its effectiveness, there are many doubts and false beliefs about how to carry it out in the classroom and what decisions should be taken to implement and manage it. From our experience, we believe that, in order to work cooperatively in the classroom, a transformation of the entire teaching-learning process is necessary, starting with the acceptance of a new role by the teaching staff. This article presents some of the most relevant characteristics of the functions that the new role of the teacher must assume, which will undoubtedly help overcome the myths that arise from cooperative learning and, in this way, begin to work cooperatively in the classroom.