Teaching behaviours under observationan instrument for assessing teaching quality in Spain

  1. Carmen María Fernández García 1
  2. Mercedes Inda Caro 1
  3. Ridwan Maulana 2
  4. Susana Torío López 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 University of Groningen
    info

    University of Groningen

    Groninga, Holanda

    ROR https://ror.org/012p63287

Revista:
Culture and Education, Cultura y Educación

ISSN: 1135-6405 1578-4118

Año de publicación: 2022

Volumen: 34

Número: 2

Páginas: 466-513

Tipo: Artículo

Otras publicaciones en: Culture and Education, Cultura y Educación

Resumen

El profesorado constituye un elemento clave en el proceso educativo. Por tanto, la disponibilidad de información sobre su comportamiento en el aula puede proporcionar datos muy útiles para mejorar la eficacia de la enseñanza. El objetivo de este estudio es describir el comportamiento registrado durante la observación de 344 docentes en 56 escuelas públicas y privadas de la comunidad autónoma de Asturias. Para responder a las preguntas de investigación se llevaron a cabo análisis descriptivos y de varianza. También se realizó una regresión por pasos para identificar qué dimensiones de las habilidades docentes eran más importantes para fomentar la implicación del alumnado. Los resultados muestran relaciones significativas importantes entre todas las dimensiones analizadas y la ‘implicación académica del alumnado’. Las principales habilidades docentes serían ‘enseñanza activa’, ‘gestión eficaz de la clase’ y ‘estrategias de enseñanza-aprendizaje’. Se observaron diferencias interesantes en la “implicación del alumnado” en función del comportamiento docente.

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