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Características de eficacia docente desde las perspectivas del profesorado y futuro profesorado de secundaria
| Content Provider | Semantic Scholar |
|---|---|
| Author | Reoyo, Natalia Martín, Miguel Ángel Carbonero Martín, Luis Jorge |
| Copyright Year | 2017 |
| Abstract | espanolLa adecuada practica docente es una de las claves para la mejora de la calidad de la ensenanza, el rendimiento y motivacion del alumnado. Informes oficiales a nivel nacional e internacional destacan la importancia de la figura del profesor, y muestran como aun existe preocupacion ante los resultados obtenidos en Educacion Secundaria Obligatoria (ESO). Sin embargo, investigaciones recientes siguen senalando la necesidad de conocer que se entiende por profesor eficaz, hoy en dia y entre la poblacion europea (Meng, Munoz, y Wu, 2015). La evidencia muestra que mas del 50% de los estudios realizados hasta el momento han focalizado su atencion en poblaciones Americanas y en niveles educativos diferentes a Educacion Secundaria (Klassen, Tze, Betts, y Gordon, 2011). Por ello en el presente estudio, a partir de un analisis multietapa de metodo mixto, se examino las percepciones sobre las cualidades del profesor eficaz de 358 profesores y futuros profesores espanoles de Educacion Secundaria, con el objetivo de identificar las categorias de eficacia docente en la ESO, y conocer como estas se organizan e interrelacionan entre ambos grupos de participantes. Los resultados mostraron que ambos grupos coinciden destacar ocho categorias: conocimientos en el dominio; planificacion y organizacion; gestion y desarrollo de las clases; innovacion educativa; transmision de conocimientos; relacion interpersonal; etica personal; y compromiso profesional. En concreto, se ha identificado en ambos casos que las relaciones personales son las competencias mas destacadas, mientras que la etica e innovacion educativa son las que obtienen menores tasas de mencion. Conocer esta doble percepcion de eficacia docente, clarifica la especificidad del dominio de eficacia docente adaptado a nuestra cultura y al nivel educativo de ESO, y facilita la futura construccion de nuevos y adecuados instrumentos de evaluacion y programas de formacion continua e inicial, que ayuden a dar respuesta a los nuevos desafios educativos. EnglishProper teaching practice is one of the key drivers to bear in mind for improving teaching quality and the academic achievement and motivation of students. Official reports both at local and international level a highlight the importance of the figure of the teacher, and show how there is still concern about the results of compulsory secondary education. However, recent researches continue to point out the need to know what currently constitutes effective teaching among the European population (Meng et al., 2015). In fact, more than 50% of the studies conducted so far have focused their attention on American populations and in different educational levels to Secondary Education (Klassen et al., 2011). For this reason, in our study, based on a multistage mixed-method analysis, there were assessed what teachers' perceptions of the characteristics of effective teaching are in a sample of 358 in-service and preservice Spanish teachers of Secondary School, with the aim of identifying which are the characteristics and figure out how they are sorted by importance and interrelated in each group of participants. The processed results of the study showed that both groups agree on the eight most relevant characteristics i.e.: domain knowledge; planning and organization; management and progress of lectures; educational innovation; transmission of knowledge; interpersonal relationship; personal ethic; and professional commitment. In particular, in both cases personal relationship was identified as the most important skill, meanwhile ethics and educational innovation were the least mentioned. The knowledge of the scale of the effective teaching qualities allows to clarify the specific domain of teaching effectiveness adapted to our culture and the educational level of secondary education, and also will help on the development of new and appropriate assessment instruments and future intervention programs that will allow to respond to educational challenges. |
| Starting Page | 62 |
| Ending Page | 86 |
| Page Count | 25 |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.educacionyfp.gob.es/dam/jcr:ae573177-7edb-40d2-91a9-664aaffad84b/03reoyo-pdf.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
