Estilos de enseñanza y autoeficacia docente en educación primaria

  1. Valdivieso Burón, Juan Antonio
  2. Reoyo Serrano, Natalia
  3. Martín Antón, Luis Jorge
  4. Carbonero Martín, Miguel Ángel
  5. Freitas Resende, Alvaci
Aldizkaria:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Argitalpen urtea: 2014

Zenbakien izenburua: EL PODER DE LAS EMOCIONES: PSICOLOGÍA POSITIVA

Alea: 5

Zenbakia: 1

Orrialdeak: 387-396

Mota: Artikulua

DOI: 10.17060/IJODAEP.2014.N1.V5.698 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Garapen Iraunkorreko Helburuak

Laburpena

This research aims to analyze the relationship between self-perceived competence dimensions of Primary School teachers in Spain and their level of self-efficacy. A sample of N = 40 teachers in Castilla y León area of this educational level, answered two Likert self-rating scales: the ECAD-EP (Valdivieso, Carbonero & Martín-Antón, 2013) for the measurement of teaching style with three dimensions (a. Social and Emotional , b. Communicative and Relationship and c. Instructional) and the test Teacher Sense of Efficacy Scale –TSES-(Tschannen -Moran & Woolfolk , 2001) for the self-efficacy assessment. The process of data analysis focused on descriptive statistical calculations, bivariate correlation and linear regression. The results showed that the socialemotional factor has a significant linear correlation (r=.623) with self-efficacy dimension and it explains a 48.90% variance. Thus we can say that in the teacher training process it is necessary to include emotional skills in order to improve their effectiveness in the teaching.

Erreferentzia bibliografikoak

  • Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27, 10-20.
  • Ashton, P. T. y Webb, R. B. (1986). Making a difference. Teachers´ sense of efficacy and student achievement. New York: Longman.
  • Carbonero, M. A., Ortiz, E. Martín-Antón, L. J., y Valdivieso, J. A. (2010). Identificación de las variables docentes moduladoras del profesorado eficaz en Secundaria. Aula Abierta, 38(1),15-24.
  • Carbonero, M. A., Román, J. M., Martín-Antón, L. J., y Reoyo, N. (2009). Efecto del programa de habilidades docentes motivadoras en el profesorado de secundaria. Revista de psicodidáctica, 14(2), 229-244.
  • Cohen-Vogel, L. y Smith, T.M. (2007). Qualifications and assignments of alternatively certified teachers: Testing core assumptions. American Educational Research Journal. 44 (3), 732-753. Florida State University. Tallahassee, Florida.
  • Danielson, Ch.y McGreal, T.L. (2000). Teacher evaluation to enhance professional practice. Alexandria, VA: Association for Supervision & Curriculum Development.
  • Elizalde, L. y Reyes, R. (2008). Elementos clave para la evaluación del desempeño de los docentes. Revista Electrónica de Investigación Educativa. Número especial. Recuperado de: http://redie.uabc.mx/NumEsp1/contenido-elizaldereyes.html (el 24 de junio de 2010).
  • García Ramos, J.M. y Congosto Luna, E. (2000). “Evaluación y calidad del profesorado”. En T. González Ramírez (Ed.). Evaluación y gestión de la calidad educativa. Un enfoque metodológico. (Pp. 127-157). Málaga: Aljibe.
  • Hanif, R. (2004). Teacher Stress, Job Performance, and Self-efficacy of Women School Teachers. Unpublished PHD. Dissertation of Quaid-eAzam University, Islamabad.
  • Korthagen, F.A.J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and teacher education. 20, 77-97.
  • Koster, B.; Brekelmans, M.; Korthagen, F.; y Wubbels, T. (2005). Quality requirements for teacher educators. Teaching and Teacher Education, 21,157–176.
  • Marrero, J. (1993). Las teorías implícitas del profesorado: vínculo entre la cultura y la práctica de la enseñanza; en M.J. Rodrigo, A. Rodríguez y J. Marrero (Eds.), Las teorías implícitas: una aproximación al conocimiento cotidiano. Madrid: Visor. (Pp. 243-276).
  • Martín-Antón, L. J., Carbonero, M. A., y Román, J. M. (2012). Efecto modulador de variables socioemocionales en el entrenamiento en estrategias de elaboración en Educacion Secundaria Obligatoria (ESO): paráfrasis y aplicaciones. Psicothema, 24(1), 35-41.
  • Mohan, L.; Lundeberg, M. A. y Reffitt, K. (2008). Studying teachers and schools: Michael Pressley´s legacy and directions for future research. Educational Psychologist. 43 (2), 107-118. Michigan State University.
  • Moore, W. y Esselman, M. (1992). Teacher efficacy, power, school climate and achievement: a desegregating district´s experience. Annual Conference of the American Educational Research Association. San Francisco.
  • Onafowora, L. L. (2005). Teacher efficacy issues in the practice of novice teachers. Educational Research Quarterly, 28, 34-43
  • Parkay, F., y otros (1998). A study of the relationship among teacher efficacy, locus of control and stress. Journal of Research and Development in Education, 21 (4), pp. 13-22.
  • Pecheone, R.L. y Chung, R.R. (2006). Evidence in teacher education. The Performance Assessment for California Teachers (PACT). Journal of Teacher Education. 57 (1), 22-36. Universidad de Stanford.
  • Pozo, J.I. y Scheuer N. (1999). Las concepciones sobre el aprendizaje como teorías implícitas. En J. I. Pozo y C. Monereo (Eds.), El aprendizaje estratégico (87-108). Madrid: Santillana.
  • Pozuelo, I. (1997). La formación teórico-práctica y didáctico-científica del profesorado en los niveles de enseñanza primaria, fundamentada en los factores psico-sociopedagógicos. Revista Electrónica interuniversitaria de formación del profesorado. 1 (0). Recuperado de http://www.uva.es/aufop/publica/actas/viii/edprima.htm (el 30 de marzo de 2009).
  • Ross, J.A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian journal of education, 17 (1), pp. 51-65.
  • Shidler, L. (2009). The impact of time spent coaching for teacher efficacy on student achievement. Early Childhood Education Journal, 36(5), 453-460.
  • Tam, K. P.; Pak, S. T.; Hui, C. H.; Kwan, S. O. y Goh, M. K. H. (2010). Implicit person theories and chane in teacher evaluation: A longitudinal field study. Journal of applied social psychology. 40 (2), 273-286. Universidad de Hong Kong.
  • Tschannen-Moran, M. y Johnson, D. (2011). Exploring literacy teachers´self-efficacy beliefs: potential sources at play. Teaching and Teacher Education, 27, 751-761.
  • Tschannen-Moran, M. y Woolfolk, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching end Teacher Education, 17: 783-805.
  • Valdivieso, J. A.; Carbonero, M. A. y Martín, L. J. (2013). La competencia docente autopercibida del profesorado de Educación Primaria: un nuevo cuestionario para su medida. Revista de Psicodidáctica, 18(1), 47-78.
  • Wolters, C. A. y Daughterty, S. G. (2007). Goal structures and teachers`sense of eficacy: their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99(11), 181-193.
  • Yu, S. y Ding, R. J. (2009). Multi-level Fuzzy Assessment Application in Teaching Evaluation. ICAIE 2009: Proceedings of the 2009 International Conference on Artificial Intelligence and Education. Vols. 1-2, 94-98. Huazhong Normal Univ. China Assoc Educ. Technol.
Datuen iturria: Dialnet