Educational coworking as pedagogical innovation: an analysis from a gender perspective in university-school collaboration
Abstract
Educational coworking concept arises from integrating co-teaching and co-learning and promotes new ways of relating university and school. The study's objective was to analyze the differences in the perception of collaborative work between men and women in this context. The methodology used was complementary. The quantitative data analysis was performed using non-parametric tests and the qualitative analysis used the flowchart method. The participants were 30 university students of Pedagogy in Language and Communication and English from a university in the Biobío Region, Chile and 65 second cycle basic students from two schools in the Ñuble and Biobío regions. The results showed statistically significant differences between male and female university students in different dimensions of collaborative work z (30) = 41.500, p < .05. On the other hand, the qualitative analysis carried out with school students showed a positive assessment of collaborative work between the university and the school, and highlighted the high quality of the activities carried out with university students, regardless of their gender. In conclusion, it is observed that the implementation of educational coworking encourages collaborative work between the university and the school, promotes the co-construction of knowledge, and values gender differences as a relevant element to enrich pedagogical dynamics and strengthen educational innovation.
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References
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