Journal of Education, Society and Behavioural Science

This study presents the results of teachers’ explicit representations about peer tutoring and teacher collaboration at the start of the implementation of a cooperative learning program to improve reading competence. The qualitative study was designed consisting of a focus group and semi-structured interviews, focused on a group of 13 teachers participants prior to the start of the program and during the implementation of its first phase (I semester). The representations of the teachers indicate that they evidenced opportunities and developed a support group for implementing peer tutoring in the classroom, with repercussions on the following areas: socio-emotional (self-control, characteristic valuation, self-esteem), cognitive (reading competences, learn to teach and learn) and from a teacher’s perspective (school engagement). The obstacles that arose included external factors, the teacher’s tasks and the project (school absenteeism, low family involvement). With regard to collaborative learning between teachers, this was visualized as an opportunity to learn from others, compare experiences, and solve doubts and difficulties. We suggest that a transformation of representations is possible and feasible if teachers are able to adopt and include collaborative and inclusive practices among their common cooperative practices.