Assessing of Good Teaching Practicesthrough Systematic Observation
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...
| Autor Principal: | Díaz Hernández, Matilde Candelaria; Universidad de La Laguna |
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| Otros Autores: | Borges del Rosal, María de África; Universidad de La Laguna, Valadez Sierra, María de los Dolores; Universidad de Guadalajara, Zambrano Guzmán, Rogelio; Universidad de Guadalajara |
| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Pontificia Universidad Javeriana
2015
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| Materias: | |
| Acceso en línea: |
http://revistas.javeriana.edu.co/index.php/revPsycho/article/view/10091 |
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| Sumario: |
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. |
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