ICALT3 en Españainvestigación sobre eficacia docente implicando a múltiples agentes educativos

  1. Fernández, Carmen 1
  2. Iglesias-García, María- Teresa 1
  3. Viñuela-Hernández, María-Paulina 1
  4. Martínez-García, María-Lindsay 1
  1. 1 Universidad de Oviedo (España)
Revista:
Revista complutense de educación

ISSN: 1130-2496,  1988-2793

Año de publicación: 2022

Volumen: 33

Número: 3

Páginas: 371-383

Tipo: Artículo

DOI: 10.5209/RCED.74445 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista complutense de educación

Resumen

Los factores que determinan el éxito académico de los y las estudiantes son complejos y diversos. Sin duda alguna, la tarea desarrollada por el profesorado constituye uno de los elementos centrales, ya que de sus decisiones depende en gran medida lo que sucede en el contexto de aula. Para conocer en profundidad y con rigor esta tarea es necesario estudiar científicamente el concepto de eficacia docente. En este sentido, el presente manuscrito analiza el desarrollo del Proyecto ICALT 3 en España, siguiendo las bases teóricas del modelo de eficacia docente planteado por Van de Grift (2007) quien establece seis dimensiones centrales para su estudio: clima de aprendizaje, gestión del aula, claridad de la instrucción, enseñanza activa, estrategias de enseñanza-aprendizaje y diferenciación. Para ilustrar la implementación del proyecto ICALT3 se explican las cuatro fases de su desarrollo (traducción y adaptación de los instrumentos; recogida de información mediante cuestionarios; desarrollo de la fase de observación y diseño de programas de formación inductivos) y se presentan además evidencias de su pertinencia en nuestro contexto, a partir de los estudios y observaciones desarrolladas tanto con discentes como con docentes. Los resultados obtenidos hasta el momento validan el constructo de eficacia docente, muestran que su nivel depende de las seis dimensiones básicas explicitadas y que la presencia de ciertas variables personales y contextuales determina tanto la percepción de eficacia docente como la implicación del alumnado

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Fuente de los datos: Dialnet