Revisión sistemática sobre el Model for Interpersonal Teacher Behavior

  1. Maluenda-Albornoz, Jorge 1
  2. López-Angulo, Yaranay 2
  3. Moraga-Villablanca, Felipe 2
  4. Flores-Oyarzo, Gabriela 2
  5. Bernardo, Ana B. 3
  6. Díaz-Mujica, Alejandro 2
  1. 1 Universidad San Sebastián.
  2. 2 Universidad de Concepción
    info

    Universidad de Concepción

    Concepción, Chile

    ROR https://ror.org/0460jpj73

  3. 3 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

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Revista:
REXE: Revista de estudios y experiencias en educación

ISSN: 0717-6945,  0718-5162

Año de publicación: 2023

Volumen: 22

Número: 48

Páginas: 188-206

Tipo: Artículo

DOI: 10.21703/0718-5162.V22.N48.2023.011 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: REXE: Revista de estudios y experiencias en educación

Resumen

El MITB ha mostrado como algunos comportamientos docentes favorecen el aprendizaje y el clima de trabajo en el contexto europeo. Sin embargo, se requiere concluir respecto de sus características y principales resultados. El objetivo del trabajo fue caracterizar la investigación disponible en las principales bases de datos científicas y explorar la relación del modelo con resultados académicos de los estudiantes. Se realizó una revisión sistemática siguiendo los protocolos sugeridos por la literatura que contempló 62 artículos en el período entre 2008 y 2020. Los resultados mostraron que la investigación sobre el MITB se concentró en Europa, con estudios cuantitativos realizados con estudiantes de nivel secundario y utilizando el QTI como instrumento. Además, se observaron resultados heterogéneos sobre la relación entre los comportamientos docentes y el rendimiento de los estudiantes. Esto revela potenciales líneas de investigación y aspectos sobre los que se requiere dilucidar con más claridad.

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Fuente de los datos: Dialnet