Training and support for inclusive practices: Transformation from cooperation in teaching and learning

Yolanda Muñoz-Martínez, Francisco Gárate-Vergara, Cecilia Marambio-Carrasco

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


In this article, we present the four-year actions carried out at a public school in Meco (Madrid, Spain). Through the research contract (LOU, Art. 83) “Cooperative teaching and learning to respond to the diversity of students”, during the years 2014 and 2018, various actions were carried out by the school in its process of methodological and organizational transformation towards a more inclusive model based on the cooperation of teachers and students. A journey was made from the actions aimed at traditional training through courses and seminars to the accompaniment actions in the classroom to implement the cooperative learning methodology. Results of the actions and analysis of the interviews carried out with teachers participating in the process during the four years of work as well as field observation notes are presented. The results show the transformation and improvement of teaching practices based on inclusion and the cooperative learning methodology. Among the central conclusions, there is evidence of internal improvement in organizational management and inclusive teaching practices from the involvement, support, and continuous training of teachers in educational quality towards students.

Original languageEnglish
Article number2583
Pages (from-to)1-18
Number of pages18
JournalSustainability (Switzerland)
Issue number5
Publication statusPublished - 1 Mar 2021


  • Cooperative learning
  • Education change
  • Inclusive education
  • Teacher’s education
  • Teaching practices

ASJC Scopus subject areas

  • Geography, Planning and Development
  • Renewable Energy, Sustainability and the Environment
  • Management, Monitoring, Policy and Law
  • Energy Engineering and Power Technology
  • Environmental Science (miscellaneous)


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