Approaches to Teaching in High School when Considering Contextual Variables and Teacher Variables
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| Formato: | Artículo científico |
| Lenguaje: | en |
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Universidad del País Vasco/Euskal Herriko Unibertsitatea
2013
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| _version_ | 1876488110126137344 |
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| author | Pedro Rosário |
| author_facet | Pedro Rosário |
| contents | Approaches to Teaching in High School when Considering Contextual Variables and Teacher Variables Pedro Rosário José C. Núñez Antonio Valle Olimpia Paiva Soely Polydoro Psicología teacher variables contextual variables Approaches to teaching structural equation modelling The current paper investigates the extent to which teachers' approaches to teaching (the Information Transmission/Teacher-Focused (ITTF) approach, and the Conceptual Change/Student-Focused (CCSF) approach) can be explained by contextual variables (class size, perceived control of the teaching process, relationship with the students) and teacher variables (gender, teaching experience and pedagogical training). The hypothesized structural equation model (SEM) has been tested with two different samples (calibration and validation ones). Seven hundred ninety five teachers from high school science department enrolled in the study. Data suggest that teachers are most likely to use a teaching approach targeting knowledge building specially when they a. have experienced a longer pedagogical training, b. have more control over the teaching process, c. have been teaching for more years, d. develop a personal relationship with their students and, e) have a smaller number of students to teach. 2013 artículo científico 1136-1034 https://www.redalyc.org/articulo.oa?id=17525667002 en http://www.redalyc.org/revista.oa?id=175 Revista de Psicodidáctica application/pdf Universidad del País Vasco/Euskal Herriko Unibertsitatea Revista de Psicodidáctica (España) Num.1 Vol.18 |
| format | Artículo científico |
| id | redalyc_17525667002 |
| institution | Redalyc |
| language | en |
| publishDate | 2013 |
| publisher | Universidad del País Vasco/Euskal Herriko Unibertsitatea |
| spellingShingle | Approaches to Teaching in High School when Considering Contextual Variables and Teacher Variables Pedro Rosário Psicología teacher variables contextual variables Approaches to teaching structural equation modelling Approaches to Teaching in High School when Considering Contextual Variables and Teacher Variables Pedro Rosário José C. Núñez Antonio Valle Olimpia Paiva Soely Polydoro Psicología teacher variables contextual variables Approaches to teaching structural equation modelling The current paper investigates the extent to which teachers' approaches to teaching (the Information Transmission/Teacher-Focused (ITTF) approach, and the Conceptual Change/Student-Focused (CCSF) approach) can be explained by contextual variables (class size, perceived control of the teaching process, relationship with the students) and teacher variables (gender, teaching experience and pedagogical training). The hypothesized structural equation model (SEM) has been tested with two different samples (calibration and validation ones). Seven hundred ninety five teachers from high school science department enrolled in the study. Data suggest that teachers are most likely to use a teaching approach targeting knowledge building specially when they a. have experienced a longer pedagogical training, b. have more control over the teaching process, c. have been teaching for more years, d. develop a personal relationship with their students and, e) have a smaller number of students to teach. 2013 artículo científico 1136-1034 https://www.redalyc.org/articulo.oa?id=17525667002 en http://www.redalyc.org/revista.oa?id=175 Revista de Psicodidáctica application/pdf Universidad del País Vasco/Euskal Herriko Unibertsitatea Revista de Psicodidáctica (España) Num.1 Vol.18 |
| title | Approaches to Teaching in High School when Considering Contextual Variables and Teacher Variables |
| topic | Psicología teacher variables contextual variables Approaches to teaching structural equation modelling |
| url | https://www.redalyc.org/articulo.oa?id=17525667002 |