El objetivo de este trabajo es determinar los efectos que el proceso de interacción (mutualidad) tiene sobre el rendimiento del profesorado universitario en su capacitación para desarrollar diseños instruccionales por competencias basados en una organización cooperativa del aula. Se utilizó un diseño pretest-postest. La muestra estaba formada por 60 profesores universitarios pertenecientes a diferentes Facultades que estaban divididos en dos grupos en base a la afinidad las diferentes carreras de procedencia. El programa de formación se aplicó en una sesión semanal de tres horas a lo largo de un trimestre académico y durante su desarrollo se recogían y categorizaban las conductas interactivas que se iban produciendo. Los resultados de los análisis de varianza muestran que no todas las categorías analizadas tienen el mismo peso para explicar el rendimiento alcanzado mediante el programa de formación.
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