Abstract
This paper shows the results of a qualitative investigation about a group of lecturers that designs and carries out a socio-constructivist course for the fundamentals cycle at Universidad de los Andes for about 200 students each semester. The experience is analyzed from the professors' point of view, describing the influence on their practices in other courses. The results show how the availability of spaces for socialization influences practices and boosts the quality of teaching staff at the University.

Key words author
Sociocultural constructivism, reflexive practice, teaching team, collaboration.

Key words plus
Educators, qualitative research, teamwork.

Transfer to practice
At the university, it is common that courses with many students are taught in smaller groups with several professors with shared aims, content and assessment forms. However, in practice, teaching is carried out in an isolated way. In this proposal, this problem is approached as a challenge of creating collaboration among professors, both in course design as in teaching. The results show how the availability of spaces for socialization influences practices and boosts the quality of teaching staff at the University.