Implicațiile strategiei învățării prin cooperare în reconfigurarea învățării

Abstract

The article addresses the issue of cooperative learning and the implications of this concept for the reconfiguration of learning in the context of the new aims of education established by the taxonomy of key competences. UNESCO’s new educational model and the basic characteristics of the top PISA countries call for reconfiguring learning and placing it in a cooperative framework that goes beyond the monodisciplinary framework of the study of school subjects. The cooperative learning strategy intervenes as a possibility to harmonize learning methods and techniques allowing their transfer to the Language and Communication and even cross-curricular areas. By means of literature review, systematization and synthesis, the following are presented: principles of cooperative learning, stages of cooperative learning, teacher competences in cooperative learning, cooperative learning methods and techniques, and criteria for assessing the effectiveness of the teaching strategy.