SELF-REGULATION AND SELF-ASSESSMENT OF THE COLLABORATIVE LEARNING COMPETENCE IN HIGHER EDUCATION FOR PRESERVICE TEACHERS

The competence of collaborative learning and the teamwork effectiveness constitute a basic and key competence in higher education, present in the syllabus of several degrees in the field of social sciences. Even more relevant for educational students, and especially for those who are trained to become teachers (in pre and primary education), where teamwork is an important part of their professional role. Several are the dimensions for the analysis of this competence, although there are three dimensions repeated in different studies, also included in some international reports on teaching competences (Assessment of Key Competences in initial education and training, European Commission, 2012; OCDE; 2018; PISA, 2018): (1) communication and support (ask and offer help) (2) developing/monitoring of collaborative roles (3) collaborative knowledge creation (participation and interdependence). From these three dimensions an assessment tool was created, considering the whole process, the planning the task, the regulation of the performance and the evaluation at the end. In order to get the effectiveness of the process, a number of activities were asked to analyze for all the members of the groups (dynamics, work methodology, involvement, participation, interaction, commitment, responsibility, contribution, roles, inclusion, relevance, attitude, climate, communication, etc.). The paper concludes with the importance of self-regulation in teamwork, emphasizing learning and its impact on higher education and professional development as future teachers. According to this, potential feedbacks and forwards are immersed in the evaluation processes that can help students training in the collaborative learning competence.