Estilos de enseñanza en función del género en maestros de educación primaria

  1. Martín Antón, Luis Jorge
  2. Valdivieso Burón, Juan Antonio
  3. Flores Lucas, Mª del Valle
  4. Reoyo Serrano, Natalia
  5. Freitas Resende, Alvaci
Revista:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Año de publicación: 2014

Título del ejemplar: EL PODER DE LAS EMOCIONES: PSICOLOGÍA POSITIVA

Volumen: 5

Número: 1

Páginas: 377-386

Tipo: Artículo

DOI: 10.17060/IJODAEP.2014.N1.V5.697 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Objetivos de desarrollo sostenible

Resumen

This research aims to analyze the differences in self-perceived competence dimensions of Primary School teachers in Spain according the gender. A sample of N=388 teachers in schools throught Spain of this educational level, answered the Likert self-rating scale ECAD -EP (Valdivieso, Carbonero & Martín-Anton, 2013) for the measurement of teaching style with three dimensions (a. Social and Emotional , b. Communicative and Relationship and c. Instructional). The process of data analysis focused on descriptive statistical calculations, and comparison of means (Mann-Whithey and Wilcoxon tests). The results showed that there were hardly any differences in self-perceptions of teaching variables, except in the social-emotional factor, which is higher in women. Thus we can say that in the teacher training process it is necessary to include emotional skills in order to equalize attitudes and skills in this subject.

Referencias bibliográficas

  • Angell, M. L. (2005). Race, sex roles, and sexuality. Dissertation Abstracts International: Section B: The Sciences and Engineering, 65(8-B), 4335.
  • Ayres, M. M. (2009). Adolescent girls’ experiences with sexism, racism, and classism: The role of social support from parents and friends. Dissertation Abstracts International: Section B: The Sciences and Engineering, 69(7-B),4457.
  • Bachen, C. M.; McLoughlin, M. M. y Garcia, S. S. (1999). Assessing the Role of Gender in College Students’ Evaluation of Faculty. Communication Education 48(3):193-210.
  • Basow, S. A. y Silberg, N. T. (1987). Student evaluations of college professors: Are female and male professors rated differently? Journal of Educational Psychology, 79(3), 308-14.
  • Brizendine, L. (2008). El cerebro femenino. Barcelona: RBA Libros.
  • Brookhart, S. M. y Loadman, W. E. (1996). Characteristics of male elementary teachers in the U.S.A., at teacher education program entry and exit. Teaching and Teacher Education. 12 (2), 197-210. Gran Bretaña: Elsevier Science Ltd.
  • 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.
  • Centra, J. A y Gaubatz, N. B. (2002). Student Perceptions of Learning and Instructional Effectiveness in College Courses: A Validity Study of SIR II. SIR Report Nº 9, 2002.
  • Darling-Hammond, L. (2010). Evaluating teacher effectiveness: How teacher performance assessments can measure and improve teaching. Washington, DC: Center for American Progress.
  • Feldman, J. A. (1992). College students’ views of male and female college teachers: Part I. Evidence from the social laboratory and experiments. Research in Higher Education, 33(3), 317-75.
  • García, E. (2003). Neuropsicología y género. Revista de la Asociación Española de Neuropsiquiatría. Madrid: Universidad Pontificia de Comillas, 23(86). Tomado de: http://documentacion.aen.es/pdf/revista-aen/2003/revista86/neuropsicologia-y-genero.pdf (el15 de marzo de 2010).
  • García-Mina, A. (2000). El estudio de las diferencias entre los sexos en la Psicología. En M. J. Carrasco y A. Mina (Eds.) Cuestiones de género. Varones y mujeres: ¿dos universos diferentes?. Madrid: Universidad Pontifica de Comillas. Pp. 1-22.
  • Hoy, A. W., y Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343-356.
  • 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.
  • Mason, P. (2010). Assessing difference: Examining Florida’s initial teacher preparation programs and exploring alternative specifications of value-added models (MPRA Paper #27903). Tomado de: http://mpra.ub.unimuenchen.de/27903/1/MPRA_paper_27903.pdf. (el 10/02/2012).
  • McClure, E. B. (2000). A meta-analytic review of sex differences in facial expression processing and their development in infants, children, and adolescents. Psychological Bulletin, 126, 424-453.
  • McEwan, E.K. (2003). Seven steps to effective instructional leadership. (2nd ed.). Thousand Oaks, CA: Corwin Press.
  • Mestre, M. V., Samper, P., Frías, M. D., y Tur, A. M. (2009). Are women more empathetic than men? A longitudinal study in adolescence. The Spanish Journal of Psychology,12(1), 76-83.
  • Montagne, B, Kessels, R. P. C., Frigerio, E., de Haan, E. H. F., y Perrett, D. I. (2005). Sex differences in the perception of affective facial expressions: Do men really lack emotional sensitivity? Cognitive Processing, 6, 136-141.
  • Nuhfer, E. (2002). Of What Value are Student Evaluations? Idaho State University Center for Teaching and Learning.
  • Opdenakker, M.C. y Van Damme, J. (2006). Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and teacher education, 22 (1). Pp. 1-21. Universidad Católica de Lovaina (Bélgica).
  • 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.
  • Pena, M.; Rey, L. y Extremera, N. (2012). Bienestar personal y laboral en el profesorado de Infantil y Primaria: diferencias en función de su inteligencia emocional y del género. Revista de Psicodidáctica, 17(2), 341-360.
  • Starbuck, G. H. (2003). College Teaching Styles by Gender. Paper of Western Social Sciencie Association Annual Meeting. Las Vegas, NE. Recuperado de: http://home.mesastate.edu/~starbuck/CTSbG.pdf (el 13 de julio de 2007).
  • 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.
  • Whitworth, J .E., Price, B. A. y Randall, C. H. (2002). Factors That Affect College of Business Student Opinion of Teaching and Learning. Journal of Education for Business May/June: 282-89.
  • Zhang, L.F.; Huang, J.F. y Zhang, L.L. (2005). Preferentes in teaching styles among Hong Kong and US university students. Personality and individual differences. 39 (7). 1319-1331. Universidad de Hong-Kong. Departamento de Psicología y Educación Especial.
Fuente de los datos: Dialnet