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首页> 外文学位 >The task of teaching: Folk pedagogy and instructional practice in Chile's elementary education.
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The task of teaching: Folk pedagogy and instructional practice in Chile's elementary education.

机译：教学任务：智利基础教育中的民间教学法和教学实践。

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I investigated the implicit models of pedagogy of 135 Chilean elementary school teachers. The data were obtained from analyzing the material teachers submitted to a national teaching assessment system. The material for each teacher consisted of one 40-minute video of a Spanish language lesson and one written lesson plan for a Mathematics unit. These two components constituted a teacher portfolio. Based on the teacher portfolio, a self-assessment, and a chair and peer assessment, the Chilean government identified four levels of teacher competence. I treated these levels of competence as an independent factor. For the Spanish language video study, the dependents variables of interest were frequency of teacher questions and follow-ups in four categories and time allocated to linguistic skills training, whole language training and instructional play. For the Mathematics lesson plans study, the dependent variables of interest were use of analytical, practical and creative skills in goal setting, skill fostering and student assessment. There were no significant differences in the dependent variables between teachers receiving a different assessment. Across all levels of competence, teacher questions and follow-ups were primarily focused on class regulation or on information checking and scarcely on students' metacognition. Most of the public attention was focused on teachers. When students were performing private work, most of the time it was not collaborative. The content preferred by teachers involved training in a linguistic skill. Investigation of Math lessons showed that teachers favored analytical skills when setting goals, fostering skills and assessing students. Although teachers of distinct competence levels did not display alternative pedagogical models, their score on the teacher portfolio had small but significant positive correlations with several indexes of encouragement of students' metacognition and creative skills. Although most of the teachers observed were aligned with a conventional pedagogy, around 10 percent of the teachers deviated from this pattern. I suggest that teachers' folk pedagogies are rooted on the models of pedagogy that shaped Chile's educational system. Educational reform initiatives sensitive to the cultural-historical processes marking Chilean education are recommended.
机译：我调查了135名智利小学教师的教学方法的隐式模型。数据是通过分析提交给国家教学评估系统的教材教师获得的。每位老师的材料包括一个40分钟的西班牙语课程视频和一个数学单位的书面课程计划。这两个组成部分构成了教师档案袋。智利政府根据教师档案，自我评估以及主席和同伴评估，确定了四个水平的教师能力。我将这些能力水平视为一个独立因素。对于西班牙语视频学习，感兴趣的因变量是教师提问的频率和四个类别的跟进，以及分配给语言技能培训，整体语言培训和教学游戏的时间。对于数学课程计划研究，感兴趣的因变量是在目标设定，技能培养和学生评估中使用分析，实践和创新技能。接受不同评估的教师之间因变量没有显着差异。在所有水平的能力中，老师的问题和跟进主要集中在班级管理或信息检查上，而很少关注学生的元认知。大多数公众的注意力都集中在教师身上。当学生进行私人作业时，大多数时候它不是协作的。老师偏爱的内容涉及语言技能的培训。对数学课程的调查表明，教师在设定目标，培养技能和评估学生时偏爱分析技能。尽管具有不同能力水平的教师没有显示替代的教学模式，但是他们在教师档案袋中的得分与鼓励学生的元认知和创造技能的几个指标之间存在很小但显着的正相关。尽管观察到的大多数教师都遵循传统的教学法，但约有10％的教师偏离了这种模式。我建议教师的民间教学法应植根于塑造智利教育体系的教学法模式。建议对标记智利教育的文化历史进程敏感的教育改革举措。

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