Características de eficacia docente desde las perspectivas del profesorado y futuro profesorado de secundaria

  1. Natalia Reoyo 1
  2. Miguel Ángel Carbonero 1
  3. Luis Jorge Martín 1
  1. 1 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2017

Issue: 376

Pages: 62-86

Type: Article

DOI: 10.4438/1988-592X-RE-2017-376-344 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de educación

Sustainable development goals

Abstract

Proper teaching practice is one of the key drivers to bear in mind for improving teaching quality and the academic achievement and motivation of students. Official reports both at local and international level a highlight the importance of the figure of the teacher, and show how there is still concern about the results of compulsory secondary education. However, recent researches continue to point out the need to know what currently constitutes effective teaching among the European population (Meng et al., 2015). In fact, more than 50% of the studies conducted so far have focused their attention on American populations and in different educational levels to Secondary Education (Klassen et al., 2011). For this reason, in our study, based on a multistage mixed-method analysis, there were assessed what teachers' perceptions of the characteristics of effective teaching are in a sample of 358 in-service and preservice Spanish teachers of Secondary School, with the aim of identifying which are the characteristics and figure out how they are sorted by importance and interrelated in each group of participants. The processed results of the study showed that both groups agree on the eight most relevant characteristics i.e.: domain knowledge; planning and organization; management and progress of lectures; educational innovation; transmission of knowledge; interpersonal relationship; personal ethic; and professional commitment. In particular, in both cases personal relationship was identified as the most important skill, meanwhile ethics and educational innovation were the least mentioned. The knowledge of the scale of the effective teaching qualities allows to clarify the specific domain of teaching effectiveness adapted to our culture and the educational level of secondary education, and also will help on the development of new and appropriate assessment instruments and future intervention programs that will allow to respond to educational challenges.

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