Teaching behaviours under observation: an instrument for assessing teaching quality in Spain

• Carmen María Fernández García ^[1] ; Mercedes Inda Caro ^[1] ; Ridwan Maulana ^[2] ; Susana Torío López ^[1]
  1. [1] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
  2. [2] University of Groningen

     University of Groningen

     Países Bajos

     
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 34, Nº 2, 2022, págs. 466-513
• Idioma: inglés
• DOI: 10.1080/11356405.2022.2039537
• Títulos paralelos:
  • (La observación del comportamiento del profesorado: un instrumento para evaluar la calidad docente en España
• Enlaces
  • Texto Completo Ejemplar
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    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.

  • English

    Teachers constitute a key point in the educational process.

    Therefore, having information about their behaviours inside the classroom can give us very useful data when the intention is to improve teaching effectiveness. This study aims to describe teaching behaviours observed in 344 teachers in 56 public and private schools in Asturias (Spain). Descriptive analyses and analysis of variance have been run in order to answer the research questions. A stepwise regression has been performed too, to identify which teaching skill domains are more important in promoting student engagement. Results have shown positive, significant relationships between all the domains and student academic engagement. Activating teaching, efficient classroom management and teaching-learning strategies seem to be the main teaching skills for increasing student engagement.

    Interesting differences have also been found in student engagement depending on the standard of teachers’ teaching behaviour.

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