Educational Experience Focused on the Teaching Staff to Promote School Commitment. Students' Perceptions
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| Formato: | Online |
| Idioma: | spa |
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Universidad Nacional, Costa Rica
2021
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| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/15543 |
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ENSAYOSP15543 |
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| record_format |
ojs |
| institution |
Universidad Nacional de Costa Rica |
| collection |
Revista Ensayos Pedagógicos |
| language |
spa |
| format |
Online |
| author |
Rigo, Daiana Yamila |
| spellingShingle |
Rigo, Daiana Yamila Educational Experience Focused on the Teaching Staff to Promote School Commitment. Students' Perceptions |
| author_facet |
Rigo, Daiana Yamila |
| author_sort |
Rigo, Daiana Yamila |
| title |
Educational Experience Focused on the Teaching Staff to Promote School Commitment. Students' Perceptions |
| title_short |
Educational Experience Focused on the Teaching Staff to Promote School Commitment. Students' Perceptions |
| title_full |
Educational Experience Focused on the Teaching Staff to Promote School Commitment. Students' Perceptions |
| title_fullStr |
Educational Experience Focused on the Teaching Staff to Promote School Commitment. Students' Perceptions |
| title_full_unstemmed |
Educational Experience Focused on the Teaching Staff to Promote School Commitment. Students' Perceptions |
| title_sort |
educational experience focused on the teaching staff to promote school commitment. students' perceptions |
| title_alt |
Experiencia educativa focalizada en el personal docente para promover el compromiso escolar. Percepciones de estudiantes |
| publisher |
Universidad Nacional, Costa Rica |
| publishDate |
2021 |
| url |
https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/15543 |
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1805405565784948736 |
| spelling |
ENSAYOSP155432023-02-09T14:48:56Z Educational Experience Focused on the Teaching Staff to Promote School Commitment. Students' Perceptions Experiencia educativa focalizada en el personal docente para promover el compromiso escolar. Percepciones de estudiantes Rigo, Daiana Yamila compromiso autonomía retroalimentación experiencia educativa engagement autonomy feedback educational experience This paper describes an investigation carried out at the primary level of education based on the theoretical postulates of the theory of self-determination and school engagement with the objectives of: (a) examining the natural configurations of support for autonomy and reference structure by teachers and perceived by the students, (b) describing the association between different perceptions with the students’ self-assessments in each dimension of engagement, (c) designing an educational experience aimed at promoting the support provided by teachers in class and on homework school children, and (d) assessing the association between perceptions of support and self-valued engagement by students after educational experience. The sample was composed up of 5th grade students (n = 53), from a public school of Argentina. Data collection was carried out based on the administration of an ad hoc questionnaire at the end of the experience. In addition, two standardized instruments were used before and after the investigation to assess the perception of the support received by the teacher and the students’ engagement. The results show that students get more involved with their learning when they appreciate that school tasks are defined under an instruction that supports their initiatives, but at the same time, offers an adequate definition of learning goals and objectives. The findings offer concrete guidelines to scaffold educational practices aimed at undermining the disengagement behaviors in the hands of a teaching style that supports students towards decision making and with formative feedback. El escrito describe una investigación realizada en el nivel primario de educación, basada en los postulados teóricos de la teoría de la autodeterminación y compromiso escolar con los objetivos de: (a) examinar la configuraciones naturales de apoyos a la autonomía y estructura ofrecida por docentes y percibida por sus estudiantes, (b) describir la asociación entre dichas percepciones con las autovaloraciones estudiantiles en cada dimensión de compromiso, (c) diseñar una experiencia educativa tendiente a promover los apoyos brindados por docentes en las clases y sobre las tareas escolares, y (d) valorar pos experiencia educativa la asociación entre las percepciones de apoyo y el compromiso autovalorado por el estudiantado. La muestra estuvo conformada por escolares de 5.to grado (n = 53), de una escuela pública de Argentina. La recolección de datos se llevó a cabo a partir de la administración de un cuestionario ad hoc al finalizar la experiencia; asimismo, se usaron dos instrumentos estandarizados antes y después de la investigación, para valorar la percepción de los apoyos recibidos por la parte docente y el compromiso del estudiantado. Los resultados muestran que el alumnado logra percibirse más involucrado con sus aprendizajes cuando aprecia que las tareas escolares se definen con una instrucción que apoya sus iniciativas, pero a la vez ofrece una adecuada definición de las metas y objetivos de aprendizaje. Lo encontrado ofrece lineamientos concretos para promover prácticas educativas tendientes a socavar los comportamientos de desvinculación de la mano de un estilo docente que apoye al estudiantado hacia la toma de decisiones y con retroalimentaciones formativas. Universidad Nacional, Costa Rica 2021-06-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion scientific papers artículos científicos application/pdf text/html application/epub+zip audio/mpeg https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/15543 10.15359/rep.16-1.10 Ensayos Pedagógicos Journal; Vol. 16 No. 1 (2021): January-June; 207-230 Revista Ensayos Pedagógicos; Vol. 16 Núm. 1 (2021): Enero-junio; 207-230 2215-3330 1659-0104 spa https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/15543/21762 https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/15543/21763 https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/15543/21764 https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/15543/21871 Derechos de autor 2021 Revista Ensayos Pedagógicos |