Please use this identifier to cite or link to this item:
Type: Artigo de periódico
Title: Approaches to Teaching in High School when Considering Contextual Variables and Teacher Variables
Author: Rosario, P
Nunez, JC
Valle, A
Paiva, O
Polydoro, S
Abstract: 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.
Subject: Approaches to teaching
contextual variables
teacher variables
structural equation modelling
Country: Espanha
Editor: Escuela Univ Magisterio
Rights: aberto
Identifier DOI: 10.1387/RevPsicodidact.6215
Date Issue: 2013
Appears in Collections:Unicamp - Artigos e Outros Documentos

Files in This Item:
There are no files associated with this item.

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.