Valoración de buenas prácticas docentes a través de observación sistemática

  1. Matilde Candelaria Díaz Hernández 1
  2. María de África Borges del Rosal 1
  3. María de los Dolores Valadez Sierra 2
  4. Rogelio Zambrano Guzmán 2
  1. 1 Universidad de La Laguna, España
  2. 2 Universidad de Guadalajara, México
Revista:
Universitas psychologica

ISSN: 1657-9267

Any de publicació: 2015

Volum: 14

Número: 3

Pàgines: 913-922

Tipus: Article

DOI: 10.11144/JAVERIANA.UPSY14-3.VBPD DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Universitas psychologica

Objectius de Desenvolupament Sostenible

Resum

The best teaching practices, an issue of particular relevance in determining the quality of higher education, requires different forms of measuring design. A big part of good practice in teacher performance corresponds to behaviors developed by the teacher in the classroom, which can be measured and analyzed using observational methodology. The study evaluates ten teachers from the University of La Laguna (Spain) and seven from Guadalajara (Mexico). Their behavior was coded using a rating scale and the behavioral interaction patterns with students were coded using the Observational Protocol of Teaching Functions (Protocolo de Observación de Funciones Docentes, PROFUNDO_UNI). The lag sequential analysis extracted significant patterns related to the feedback given to questions from the students, the reinforcement and the encouragement given to the students for their participation.

Fuente de los datos: Dialnet