Learning How To Work In Team To Develop More Than Once Competence

Cooperation among teachers is unusual, and when it occurs, it is during short periods of time and institutional tasks.Cooperation is understood as a reality relying on the situation in which the cooperative work takes place. Therefore, cooperation is determined by the fact of learning how to cooperate during the initial training. But it does not only guarantee effective cooperation, because training is also required. Learning by doing constitutes one of the vital resources for its development, as it provides the ability to exercise what was conceptualized.Three main topics are dealt with in this paper: first, competences on which the performance or disappearence of team work depend; second, competences on which the basis of the pedagogical team performance are grounded; and finally, the "teaching tools" available for the development of these skills.As for this third aspect, it is addressed the need to analyze the tasks to be carried out in order to exercise those competences which favour teamwork: space training in phases to learn how to work in teams by avoiding intensive training processes, which result to be fruitless; define working guidelines according to the tasks designed; and exercise the reflection on the nature and orientation of the work to be developed and analyzed from the different perspectives happening when teachers work in teams - cognitive actions-. All of this, by assessing what is being discussed and what is at stake every time, or assuming the role previously assigned to each team member