Teamwork, from Primary to University, is frequent in education and to carry out it, the most common is the use of cooperative learning. This type of study has many criticisms and topics: there is always one person who takes advantage of the work done by his or her colleagues or one assumes responsibility for all the work. In any case, the experts assure that teamwork is a fundamental tool in the students' educational process. In fact, teamwork is more attractive to students. In addition, skills such as communication and conflict resolution are developed. In addition, it is very useful to prepare students to the reality of the world of work, where cooperation is a requirement in companies.

The basis of cooperative learning was established by Brothers David and Roger Johnson through a series of research conducted at the Cooperative Learning Center at the University of Minessota. The Johnson brothers demonstrate that with this methodology students develop a large number of cognitive abilities. For example, a greater capacity for reasoning and a relationship of ideas or a reduction of prejudices and stereotypes. In fact, cooperation allows us to express, argue, reflect and debate what everyone thinks. Therefore, attitudes of tolerance and solidarity are manifested among students. All this guarantees coexistence, respect and tolerance in schools.

On the other hand, the preparation of classes demands more work from the teacher, but the methodology brings many benefits, since interdependence and autonomy in the work are worked among the students. Therefore, in Compulsory Education – Primary and Compulsory Secondary Education – it is very common to combine cooperative learning with theoretical classes. For example, the teacher starts the class with a theoretical explanation on the subject, and then asks the students a group work on this topic. In this sense, UNESCO, in its report “Educating schools about cooperativism”, points out that to complete teamwork is essential the interdependence of students. For this, the concept of roles for the development of teamwork is fundamental. Among other things, in each group one student takes care of the material, another plays the role of secretary, a third takes the functions of coordinator. Each member therefore has its own role and everyone should contribute to the group. In any case, at the highest educational levels it is common that the result of the work performed is a combination of differentiated parts. In fact, some are hard-working and others use excuses not to carry out their duties. To avoid this, UNESCO indicates that the evaluation must be carried out individually in order for the student to enhance the responsibility of learning.

In short, cooperative learning is increasingly used in schools to run away from a traditional individualistic or competitive approach. In fact, cooperative learning fosters communication and conflict resolution skills, in order to develop attractive theoretical concepts. However, it is not about everyone doing their work independently and then getting together, but about creating an interdependence. In fact, each team member often performs different parts of the work individually and without any interaction at all. Then, one by one, to join a production. Therefore, the teaching staff has to explain and train the students on cooperative learning so that these types of studies are carried out effectively.