Team tutorial action program for the development of teamwork competencies in university students

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Abstract

This article presents an innovative teaching experience aimed at promoting university students' self-learning and the development of prosocial behaviors and teamwork. This program is a team-based mentoring program, mediated by faculty, centered around a collaborative project to design, develop, and implement a proposal for social improvement based on the professional profile of the degree program. To evaluate the impact of the mentoring program, a sample of 222 first-year students from the Early Childhood Education, Primary Education, Psychology, and Nursing programs at Francisco de Vitoria University was selected. The results show significant differences in the development of teamwork skills between students who received the mentoring program and those who did not. We can conclude that the scheduled tutoring program is suitable for developing intrapersonal and interpersonal teamwork skills in university students, serving as a space for teaching and learning the prosocial behaviors (mindfulness, active listening, assertive communication, and respect) necessary for teamwork and, therefore, for interpersonal relationships. Likewise, the teacher's mediating role is key to enabling students to discover the opportunities of working with others and to decide individually and collaboratively to take the necessary actions based on these discoveries.