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Introducción: el análisis de los procesos de enseñanza–aprendizaje lleva a destacar el papel de la gestión del aula y de las estrategias metodológicas, desde la consideración de prácticas docentes en el aula. Este trabajo se centra en la percepción docente con relación a su actuación teniendo presente su práctica real y la ideal, con una muestra de 157 docentes de enseñanzas medias (ESO, FP y Bachillerato).
Método: se ha realizado un planteamiento descriptivo mediante un cuestionario ad-hoc, utilizando ANOVA y definiendo factores de actuación docente, que permite obtener datos cuantitativos y cualitativos.
Resultados: los resultados nos indican que la percepción de la gestión docente y las prácticas educativas se focalizan sobre la actuación del alumnado, teniendo presente diferencias en función de variables como edad, género, curso y materia en el que se imparte la docencia, la formación psicopedagógica y la experiencia.
Conclusiones: el tipo de problemáticas manifestadas por los docentes se centra en la motivación, autoconcepto y disposición del alumnado hacia el aprendizaje, insistiendo en estrategias reactivas en su atención. Se sugieren modificaciones que han de considerarse dentro del repertorio competencial del docente, asumiendo la influencia de diversos factores que se involucran en el aula y en el planteamiento de alternativas para la mejora del proceso de enseñanza-aprendizaje.
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Referencias
- Aslan, S. (2022). An analysis of the primary school teachers’ classroom management styles in terms of some variables. International Online Journal of Education and Teaching (IOJET), 9(2). 955-970.
- Berger, J-L., Girardet, C., Vaudroz, C., & Crahay, M. (2018). Teaching Experience, Teachers’ Beliefs, and Self-Reported Classroom Management Practices: A Coherent Network. Sage Open, 1-12. https://doi.org/10.1177/21582440177541
- Bizquerra, R. (Coord.). (2012). Metodología de la investigación educativa. La Muralla.
- Bozkuş, K. (2020). A Systematic Review of Studies on Classroom Management from 1980 to 2019. International Electronic Journal of Elementary Education,13(4), 433-441
- Coleman, M. (2012). Leadership and Diversity. Educational Management Administration & Leadership, 40(5) 592–609. 10.1177/1741143212451174
- Contreras, T. (2016). Pedagogical Leadership, Teaching Leadership and their Role in School Improvement: A Theoretical Approach. Propósitos y Representaciones, 4(2), 231-284. http://dx.doi.org/10.20511/ pyr2016.v4n2.123
- Cooper, J. T., & Scott, T. M. (2017). The Keys to Managing Instruction and Behavior: Considering High Probability Practices. Teacher Education and Special Education, 40(2) 102–113. 10.1177/0888406417700825
- Descy, P., & Tessaring, M. (2002). Formar y aprender para la competencia profesional. Segundo Informe de la investigación sobre formación profesional en Europa: Resumen ejecutivo. CEDEFOP.
- Egeberg, H. M., McConney, A., & Price, A. (2016). Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice. Australian Journal of Teacher Education, 41(7), 1-18. http://dx.doi.org/10.14221/ajte.2016v41n7.1
- Farmer, Th.W., Dawes, M., Hamm, J. V., Lee, D., Mehtaji, M., Hoffman, A. S., & Brooks, D. S. (2018). Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education. Remedial and Special Education, 39 (3), 177-192. 10.1177/0741932517718359
- Flick, U. (2007). Introducción a la investigación cualitativa. Edcs. Morata.
- Girardet, C., & Berger, J. (2018). Factors Influencing the Evolution of Vocational Teachers’ Beliefs and Practices Related to Classroom Management during Teacher Education. Australian Journal of Teacher Education, 43(4). 138-158 http://ro.ecu.edu.au/ajte/vol43/iss4/8
- Goleman, D. (1997). Inteligencia emocional. Ed. Kairós.
- Greenberg, J., Putman, H., & Walsh, K. (2014). Training our future teachers: Classroom management. National Council on Teacher Quality https://www.nctq.org/dmsView/Future_Teachers_Classroom_Management_NCTQ_Report
- Hudson, B., Owen, D. Y., Van Veen, K. (2006). Working on educational research methods with master’s students in an internacional online learning community. British Journal of Educational Techonology, 37(4), 577-603.
- Junker, R., Gold, B., & Holodynski, M. (2021). Classroom management of pre-service and beginning teachers: From dispositions to performance. International Journal of Modern Education Studies, 5(2), 339–363. http://dx.doi.org/10.51383/ijonmes.2021.137
- Lazarides, R., Watt, H. M. G., & Richardson, P. W. (2020). Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career. Learning and Instruction, 69, 1-14. https://doi.org/10.1016/j.learninstruc.2020.101346
- Konti, F. (2011). Teachers and Students Perceptions towards Teachers classroom management aplications in Primary Schools. Procedia Social and Behavioral Sciences, (15), 4093-4097.
- Koutrouba, K., Markarian, D. A., & Sardianou, E. (2018). Classroom Management Style: Greek Teachers’ Perceptions. International Journal of Instruction, 11(4), 641-656.
- Longworth, N. (2005). El aprendizaje a lo largo de la vida en la práctica. Transformar la educación en el siglo XXI. Paidós.
- Marcelo, C. (2002). Aprender a enseñar para la sociedad del conocimiento. Education Policy Analysis Archives, 10 (35), 1-52. https://epaa.asu.edu/ojs/article/viewFile/314/440
- MECD. (2003). La integración del sistema universitario español en el espacio europeo de enseñanza superior. Documento marco. Ministerio de Educación, Cultura y Deportes.
- Milner, H. R., & Tenore, F. B. (2010). Classroom Management in Diverse Classrooms. Urban Education, 45(5) 560–603. 10.1177/0042085910377290
- Myint Lay, A. A. (2021). The Relationship Between Teachers’ Efficacy and Classroom Management. Journal of Education and Practice, 12(26), 26-33
- OCDE. (2005). Teachers matter: attracting, developing and retainin effective teachers. OCDE.
- O’Neill, S. C., & Stephenson, J. (2011). The measurement of classroom management self‐ efficacy: a review of measurement instrument development and influences. Educational Psychology: An International Journal of Experimental Educational Psychology, 31(3), 261-299. 10.1080/01443410.2010.545344
- Orkwis, R., & MClane, K. (1998). A curriculum every student can use: Design principles for student access. ERIC/OSEP Topical Brief. Council for Exceptional Children.
- Özen, H., & Yildirim, R. (2020). Teacher perspectives on classroom management. International Journal of Contemporary Educational Research, 7(1), 99-113. https://doi.org/10.33200/ijcer.645818
- Paramita, P. P., Anderson, A., & Sharma, U. (2020). Effective Teacher Professional Learning on Classroom Behaviour Management: A Review of Literature. Australian Journal of Teacher Education, 45(1). https://ro.ecu.edu.au/ajte/vol45/iss1/5
- Postholm, M. B. (2013). Classroom Management: what does research tell us? European Educational Research Journal, 12(3), 389-402. http://dx.doi.org/10.2304/eerj.2013.12.3.389
- Reupert, A., & Woodcock, S. (2010). Success and near misses: Pre-service teachers’ use, confidence and success in various classroom management strategies. Teaching and Teacher Education, 26(6), 1261-1268
- Rytivaara, A. (2012). Collaborative classroom management in a co-taught primary school classroom. International Journal of Educational Research, 53, 182-191.
- Ritchie, J., Spencer, L., & O’Connor, W. (2003). Carrying out Qualitative Analysis. In J. Ritchie, & J. Lewis, Qualitative Research Practice (pp. 221-262). SAGE Pub.
- Valverde Berrocoso, J., & Garrido Arroyo, Mª. C. (2005). La función tutorial en entornos virtuales de aprendizaje: comunicación y comunidad. Revista Latinoamericana de Tecnología Educativa, 4(1), 153-167. http:/www.unex.es/didactica/RELATEC/sumario_4_1.htm
- Wenger, E. (2001). Las comunidades de práctica. Aprendizaje significativo e identidad. Paidós.
- Wubbels, T. H. (2011). An international perspective on classroom management: what should prospective teachers learn?. Teaching Education, 22(2), 113-131, 10.1080/10476210.2011.567838
Referencias
Aslan, S. (2022). An analysis of the primary school teachers’ classroom management styles in terms of some variables. International Online Journal of Education and Teaching (IOJET), 9(2). 955-970.
Berger, J-L., Girardet, C., Vaudroz, C., & Crahay, M. (2018). Teaching Experience, Teachers’ Beliefs, and Self-Reported Classroom Management Practices: A Coherent Network. Sage Open, 1-12. https://doi.org/10.1177/21582440177541
Bizquerra, R. (Coord.). (2012). Metodología de la investigación educativa. La Muralla.
Bozkuş, K. (2020). A Systematic Review of Studies on Classroom Management from 1980 to 2019. International Electronic Journal of Elementary Education,13(4), 433-441
Coleman, M. (2012). Leadership and Diversity. Educational Management Administration & Leadership, 40(5) 592–609. 10.1177/1741143212451174
Contreras, T. (2016). Pedagogical Leadership, Teaching Leadership and their Role in School Improvement: A Theoretical Approach. Propósitos y Representaciones, 4(2), 231-284. http://dx.doi.org/10.20511/ pyr2016.v4n2.123
Cooper, J. T., & Scott, T. M. (2017). The Keys to Managing Instruction and Behavior: Considering High Probability Practices. Teacher Education and Special Education, 40(2) 102–113. 10.1177/0888406417700825
Descy, P., & Tessaring, M. (2002). Formar y aprender para la competencia profesional. Segundo Informe de la investigación sobre formación profesional en Europa: Resumen ejecutivo. CEDEFOP.
Egeberg, H. M., McConney, A., & Price, A. (2016). Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice. Australian Journal of Teacher Education, 41(7), 1-18. http://dx.doi.org/10.14221/ajte.2016v41n7.1
Farmer, Th.W., Dawes, M., Hamm, J. V., Lee, D., Mehtaji, M., Hoffman, A. S., & Brooks, D. S. (2018). Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education. Remedial and Special Education, 39 (3), 177-192. 10.1177/0741932517718359
Flick, U. (2007). Introducción a la investigación cualitativa. Edcs. Morata.
Girardet, C., & Berger, J. (2018). Factors Influencing the Evolution of Vocational Teachers’ Beliefs and Practices Related to Classroom Management during Teacher Education. Australian Journal of Teacher Education, 43(4). 138-158 http://ro.ecu.edu.au/ajte/vol43/iss4/8
Goleman, D. (1997). Inteligencia emocional. Ed. Kairós.
Greenberg, J., Putman, H., & Walsh, K. (2014). Training our future teachers: Classroom management. National Council on Teacher Quality https://www.nctq.org/dmsView/Future_Teachers_Classroom_Management_NCTQ_Report
Hudson, B., Owen, D. Y., Van Veen, K. (2006). Working on educational research methods with master’s students in an internacional online learning community. British Journal of Educational Techonology, 37(4), 577-603.
Junker, R., Gold, B., & Holodynski, M. (2021). Classroom management of pre-service and beginning teachers: From dispositions to performance. International Journal of Modern Education Studies, 5(2), 339–363. http://dx.doi.org/10.51383/ijonmes.2021.137
Lazarides, R., Watt, H. M. G., & Richardson, P. W. (2020). Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career. Learning and Instruction, 69, 1-14. https://doi.org/10.1016/j.learninstruc.2020.101346
Konti, F. (2011). Teachers and Students Perceptions towards Teachers classroom management aplications in Primary Schools. Procedia Social and Behavioral Sciences, (15), 4093-4097.
Koutrouba, K., Markarian, D. A., & Sardianou, E. (2018). Classroom Management Style: Greek Teachers’ Perceptions. International Journal of Instruction, 11(4), 641-656.
Longworth, N. (2005). El aprendizaje a lo largo de la vida en la práctica. Transformar la educación en el siglo XXI. Paidós.
Marcelo, C. (2002). Aprender a enseñar para la sociedad del conocimiento. Education Policy Analysis Archives, 10 (35), 1-52. https://epaa.asu.edu/ojs/article/viewFile/314/440
MECD. (2003). La integración del sistema universitario español en el espacio europeo de enseñanza superior. Documento marco. Ministerio de Educación, Cultura y Deportes.
Milner, H. R., & Tenore, F. B. (2010). Classroom Management in Diverse Classrooms. Urban Education, 45(5) 560–603. 10.1177/0042085910377290
Myint Lay, A. A. (2021). The Relationship Between Teachers’ Efficacy and Classroom Management. Journal of Education and Practice, 12(26), 26-33
OCDE. (2005). Teachers matter: attracting, developing and retainin effective teachers. OCDE.
O’Neill, S. C., & Stephenson, J. (2011). The measurement of classroom management self‐ efficacy: a review of measurement instrument development and influences. Educational Psychology: An International Journal of Experimental Educational Psychology, 31(3), 261-299. 10.1080/01443410.2010.545344
Orkwis, R., & MClane, K. (1998). A curriculum every student can use: Design principles for student access. ERIC/OSEP Topical Brief. Council for Exceptional Children.
Özen, H., & Yildirim, R. (2020). Teacher perspectives on classroom management. International Journal of Contemporary Educational Research, 7(1), 99-113. https://doi.org/10.33200/ijcer.645818
Paramita, P. P., Anderson, A., & Sharma, U. (2020). Effective Teacher Professional Learning on Classroom Behaviour Management: A Review of Literature. Australian Journal of Teacher Education, 45(1). https://ro.ecu.edu.au/ajte/vol45/iss1/5
Postholm, M. B. (2013). Classroom Management: what does research tell us? European Educational Research Journal, 12(3), 389-402. http://dx.doi.org/10.2304/eerj.2013.12.3.389
Reupert, A., & Woodcock, S. (2010). Success and near misses: Pre-service teachers’ use, confidence and success in various classroom management strategies. Teaching and Teacher Education, 26(6), 1261-1268
Rytivaara, A. (2012). Collaborative classroom management in a co-taught primary school classroom. International Journal of Educational Research, 53, 182-191.
Ritchie, J., Spencer, L., & O’Connor, W. (2003). Carrying out Qualitative Analysis. In J. Ritchie, & J. Lewis, Qualitative Research Practice (pp. 221-262). SAGE Pub.
Valverde Berrocoso, J., & Garrido Arroyo, Mª. C. (2005). La función tutorial en entornos virtuales de aprendizaje: comunicación y comunidad. Revista Latinoamericana de Tecnología Educativa, 4(1), 153-167. http:/www.unex.es/didactica/RELATEC/sumario_4_1.htm
Wenger, E. (2001). Las comunidades de práctica. Aprendizaje significativo e identidad. Paidós.
Wubbels, T. H. (2011). An international perspective on classroom management: what should prospective teachers learn?. Teaching Education, 22(2), 113-131, 10.1080/10476210.2011.567838