Effective Teacher and Effective Teaching Practices: Literature Perspective and Learning Experience—A Qualitative Study between Italy and Spain (Part I)

Maria del Pilar Alcolea Pina; Zbigniew Formella

doi:10.21697/fp.2023.2.23

Opublikowane: 2023-12-25

Tom 13 Nr 2 (2023)

Effective Teacher and Effective Teaching Practices: Literature Perspective and Learning Experience—A Qualitative Study between Italy and Spain (Part I)

Maria del Pilar Alcolea Pina , Zbigniew Formella

Forum Pedagogiczne

Dział: Colloquia

https://doi.org/10.21697/fp.2023.2.23

Abstrakt

Wielu autorów podkreśla potrzebę uwzględniania głosu ucznia w badaniu efektywności nauczania. Wymaga to odpowiednich metod i technik przy prowadzeniu takich badań. Nauczyciele i ich praktyki są czynnikami zewnętrznymi, które wywierają duży wpływ na proces uczenia się. Twierdzimy, iż jednym z ważniejszych elementów wysokiej jakości oddziaływania nauczycieli jest postrzeganie ich nauczania przez samych uczniów. Rozbudowane i szczegółowe podejście do tej dziedziny nauki wymaga holistycznego paradygmatu. Umożliwia to perspektywa humanistyczna, która postrzega ucznia jako osobę. Podobnie metodologia i instrumenty badawcze powinny być zgodne z takim paradygmatem. W tym sensie przedstawione badania nad wpływem na efektywność nauczycieli są opisane poprzez pryzmat doświadczeń uczniów.

Słowa kluczowe:

skuteczność nauczania, perspektywa ucznia, głos ucznia, jakość nauczania, doskonalenie edukacji

Inne teksty tego samego autora

Maria del Pilar Alcolea Pina, Zbigniew Formella, Effective teacher and effective teaching practices: literature perspective and learning experience. Qualitative study between Italy and Spain (part. II) , Forum Pedagogiczne: Tom 14 Nr 1 (2024): Religia, religijność i duchowość jako determinanty zdrowia w pedagogice społecznej

Pobierz pliki

pdf (English)

Zasady cytowania

del Pilar Alcolea Pina, M., & Formella, Z. (2023). Effective Teacher and Effective Teaching Practices: Literature Perspective and Learning Experience—A Qualitative Study between Italy and Spain (Part I). Forum Pedagogiczne, 13(2), 317–334. https://doi.org/10.21697/fp.2023.2.23

Cited by / Share

Licencja

Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Bez utworów zależnych 4.0 Międzynarodowe.

Bibliografia

Alcolea M.P. (2017). CPD School Planning: a research from the field. “Contemporary Educational Leadership”, n. 4 (1), p. 37-53.
Google Scholar

Alcolea M.P., Portela A., Nieto J. M. (2015). Un modelo para la comprensión y el análisis del impacto de la formación permanente y la innovación del profesorado de educación primaria. En III Congreso Internacional de Investigación e Innovación en Educación Infantil y Educación Primaria (p. 89-101). Murcia: Editum.
Google Scholar

Andrade R. (2016). Characteristics of effective teachers through the eyes of high school students (Doctoral dissertation, Northern Arizona University).
Google Scholar

Anderson L.W., Krathwohl D. (Eds.) (2001), A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
Google Scholar

Barber M., Mourshed M. (2008). Cómo hicieron los sistemas educativos con mejor desempeño del mundo para alcanzar sus objetivos. Santiago: PREAL.
Google Scholar

Bolívar A. (2012). Justicia social y equidad escolar. Una revisión actual. “Revista Internacional de Educación para la Justicia Social”, n. 1 (1), p. 9-45. DOI: https://doi.org/10.15366/riejs2012.1.1.001
Google Scholar

Bolshakova V. L., Johnson C. C., Czerniak C. M. (2011). “It depends on what science teacher you got”: urban science self-efficacy from teacher and student voices. “Cultural Studies of Science Education”, n. 6 (4), p. 961-997. DOI: https://doi.org/10.1007/s11422-011-9346-2
Google Scholar

Bransford J. D., Brown A. L., Cocking R. R. (2000). How people learn (Vol. 11). Washington: National Academy Press.
Google Scholar

Burroughs N., Gardner J., Lee Y., Guo S., Touitou I., Jansen K., Schmidt W. (2019). A review of the literature on teacher effectiveness and student outcomes. In: Teaching for Excellence and Equity: Analyzing teacher characteristics, behaviors and student outcomes with TIMSS (p. 7-17). Springer Nature. DOI:10.1007/978-3-030-16151-4_2. DOI: https://doi.org/10.1007/978-3-030-16151-4_2
Google Scholar

Chetty R., Friedman J. N., Rockoff J. E. (2014). Measuring the impacts of teachers II: Teacher valueadded and student outcomes in adulthood. “American Economic Review”, n. 104 (9), p. 2633–2679. DOI: https://doi.org/10.1257/aer.104.9.2633
Google Scholar

Csikszentmihalyi M. (2013). Flow: The psychology of happiness. Sydney: Random House.
Google Scholar

Darling-Hammond L. (2001). El derecho de aprender: crear buenas escuelas para todos. Barcelona: Ariel.
Google Scholar

Darling-Hammond L. (2006). Securing the right to learn: Policy and practice for powerful teaching and learning. “Educational researcher”, n. 35 (7), p. 13-24. DOI: https://doi.org/10.3102/0013189X035007013
Google Scholar

Darling-Hammond L., Rothman R. (2011). Teacher and Leader Effectiveness in High-Performing Education Systems. Washington: Alliance for Excellent Education and Stanford Center for Opportunity Policy in Education.
Google Scholar

Day C. (2014). Pasión por enseñar: la identidad personal y profesional del docente y sus valores. Madrid: Narcea.
Google Scholar

Dale E. (1969). Audiovisual methods in teaching. New York: Dryden Press.
Google Scholar

De Miguel M. (1990). La investigación en la acción: ¿una alternativa metodológica para las ciencias sociales?. Metodología de la investigación científica. Universidad de Santiago de Compostela: ICE.
Google Scholar

Egeberg H., Mc Conney A. (2018). What do students believe about effective classroom management? A mixed methods investigation in Western Australian high schools. “The Australian Educational Researcher”, n. 45 (2), p. 195-216. DOI: https://doi.org/10.1007/s13384-017-0250-y
Google Scholar

Eurydice Secondary and post-Secondary non-Tertiary Education (2022). In: https://eurydice.eacea.ec.europa.eu/node/23220 (consulted 23/09/2023).
Google Scholar

Ferguson R. F. (2010). Student perceptions of teaching effectiveness. Harvard: Harvard University.
Google Scholar

Formella Z. (2009). L'educatore maturo nella comunicazione relazionale. Roma: Aracne.
Google Scholar

Formella Z. (2020). Psicologia dell’educazione: tra potenzialità personali e opportunità ambientali. Roma: LAS.
Google Scholar

Forsberg C., Chiriac E. H., Thornberg R. (2021). Exploring pupils’ perspectives on school climate. “Educational Research”, n. 63 (4), p. 379-395. DOI: https://doi.org/10.1080/00131881.2021.1956988
Google Scholar

Fullan M., Hargreaves A. (2012). Reviving teaching with ‘professional capital’. “Education Week”, n. 31 (33), p.30-36.
Google Scholar

Gage N. L., Berliner D. C. (1998). Educational psychology. Boston: Houghton Mifflin.
Google Scholar

Goe L., Stickler L. M. (2008). Teacher Quality and Student Achievement: Making the Most of Recent Research. TQ Research & Policy Brief. In: https://files.eric.ed.gov/fulltext/ED520769.pdf (consulted 20/09/2023).
Google Scholar

Good T.L., Wiley C.R.H., Florez I.R. (2009). Effective Teaching: an Emerging Synthesis. In: Saha L.J., Dworkin. A.G. (eds) International Handbook of Research on Teachers and Teaching. Springer International Handbooks of Education, vol 21. Boston: Springer. DOI: https://doi.org/10.1007/978-0-387-73317-3_51
Google Scholar

Hatano G., Inagaki K. (1992). Desituating cognition through the construction of conceptual knowledge. In P. Light, G. Butterworth (Eds.), Context and cognition: Ways of learning and knowing, (p. 115–133). Lawrence Erlbaum Associates, Inc.
Google Scholar

Hattie J. (2003, October). Teachers make a difference: What is the research evidence? Paper presented at the Building Teacher Quality: What does the research tell us ACER Research Conference, Melbourne, Australia. Retrieved from http://research.acer.edu.au/research_conference_2003/4/ (consulted 15/08/2023).
Google Scholar

Hattie J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
Google Scholar

Johnson C. C., Kahle J. B., Fargo J. D. (2007). Effective teaching results in increased science achievement for all students. “Science Education”, n. 91, p. 371–383. DOI: https://doi.org/10.1002/sce.20195
Google Scholar

Kim K. R., Seo E. H. (2018). The relationship between teacher efficacy and students’ academic achievement: A meta-analysis. “Social Behavior and Personality: An International Journal”, n. 46 (4), p. 529-540. https://doi.org/10.2224/sbp.6554. DOI: https://doi.org/10.2224/sbp.6554
Google Scholar

Maslow A. (2016). El hombre autorrealizado: hacia una psicología del ser. Barcelona: Editorial Kairós.
Google Scholar

McHugh R.M., Horner C.G., Colditz J.B., Wallace T.L. (2013). Bridges and barriers: Adolescent perceptions of student–teacher relationships. “Urban Education”, n. 48 (1), p. 9-43. DOI: https://doi.org/10.1177/0042085912451585
Google Scholar

Montañez R.C., Poma L.S. (2016). ‘Buen o buena docente’ desde la perspectiva de estudiantes que han egresado de educació secundaria. “Revista Electrónica Educare”, n. 20 (3), p. 4.
Google Scholar

Muijs D., Reynolds D. (2017). Effective teaching: Evidence and practice. London: Sage.
Google Scholar

Nieto J.M., Portela A., (2008). La inclusión de la voz del alumno en el asesoramiento para la mejora de las prácticas educativas. “Profesorado. Revista de Currículum y Formación de Profesorado”, n. 12 (1), p. 1-26.
Google Scholar

Nuthall G. (2005). The cultural myths and realities of classroom teaching and learning: A personal journey. “Teachers College Record”, n. 107 (5), p. 895-934. DOI: https://doi.org/10.1177/016146810510700501
Google Scholar

Ogbonnaya U. I., Mji A., Mogari D. (2014). Exploring the psychometric properties of an instrument developed to measure students’ views of effective mathematics teaching at high school. “International Journal of Educational Sciences”, n. 7 (1), p. 193-201. DOI: https://doi.org/10.1080/09751122.2014.11890182
Google Scholar

Phillippo K. L., Conner J., Davidson S., Pope D. (2017). A systematic review of student self-report instruments that assess student-teacher relationships. “Teachers College Record”, n. 119 (8), p. 1-42. DOI: https://doi.org/10.1177/016146811711900801
Google Scholar

Poekert P. (2011). The pedagogy of facilitation: Teacher inquiry as professional development in a Florida elementary school. “Professional development in education”, n. 37 (1), p. 19-38. DOI: https://doi.org/10.1080/19415251003737309
Google Scholar

Räsänen R. (2006). Quality education – A small nations investment for future. (Unpublished teaching material for teacher education). Faculty of Education, University of Oulu, Oulu, Finland.
Google Scholar

Raufelder D., Nitsche L., Breitmeyer S., Keler S., Herrmann E., Regner N. (2016). Students’ perception of “good” and “bad” teachers - Results of a qualitative thematic analysis with German adolescents. “International Journal of Educational Research”, n. 75, p. 31-44. DOI: https://doi.org/10.1016/j.ijer.2015.11.004
Google Scholar

Reeve J., Tseng C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. “Contemporary Educational Psychology”, n. 36 (4), p. 257-267. DOI: https://doi.org/10.1016/j.cedpsych.2011.05.002
Google Scholar

Rivkin S., Hanushek E., Kain J. (2005). Teachers, schools, and academic achievement. “Econometrica”, n. 73 (2), p. 417–458. DOI: https://doi.org/10.1111/j.1468-0262.2005.00584.x
Google Scholar

Rockoff J. (2004). The impact of individual teachers on student achievement: Evidence from panel data. “The American Economic Review”, n. 94 (2), p. 247–252. DOI: https://doi.org/10.1257/0002828041302244
Google Scholar

Rockoff J.E., Jacob B.A., Kane T.J., Staiger D.O. (2011). Can you recognize an effective teacher when you recruit one? “Education Finance and Policy”, n. 6 (1), p. 43–74. DOI: https://doi.org/10.1162/EDFP_a_00022
Google Scholar

Rodríguez-Carrillo J., Mérida-Serrano R., González-Alfaya M.E. (2020). ‘A teacher’s hug can make you feel better’: listening to US children’s voices on high-quality early childhood teaching. “European Early Childhood Education Research Journal”, n. 28 (4), p. 504-518. DOI: https://doi.org/10.1080/1350293X.2020.1783925
Google Scholar

Rogers C. (1977). Carl Rogers on Personal Power: Inner Strength and its Revolutionary Impact. New York: Delacorte.
Google Scholar

Rosales C. (2012). Características de maestros y profesores de educación primaria y secundaria a través de relatos realizados por sus ex-alumnos. “Educar”, n. 48 (1), p. 149-171. In: http://www.redalyc.org/articulo.oa?id=342130838008.
Google Scholar

Sanders W.L., Rivers J.C. (1996). Cumulative and residual effects of teachers on future student academic achievement (Research progress report). Knoxville: University of Tennessee Value Added Research and Assessment Center.
Google Scholar

Santrock J.W., (2021). Psicologia dell’educazione. Milano: McGraw-Hill.
Google Scholar

Shen J., Wu H., Reeves P., Zheng Y., Ryan L., Anderson D. (2020). The association between teacher leadership and student achievement: A metaanalysis. Educational Research Review, 100357. DOI:10.1016/j.edurev.2020.100357. DOI: https://doi.org/10.1016/j.edurev.2020.100357
Google Scholar

Shulman L.S. (2005). Conocimiento y enseñanza: fundamentos de la nueva reforma. “Profesorado, Revista de curriculum y formación del profesorado”, n. 9 (2), p. 1-30.
Google Scholar

Stobaugh R., Mittelberg J., Huang X. (2020). Examining K–12 students’ perceptions of student teacher effectiveness. “Teacher Development”, n. 24 (2), p. 274-292. DOI: https://doi.org/10.1080/13664530.2020.1739740
Google Scholar

Strikwerda-Brown J., Oliver R., Hodgson D., Palmer M., Watts, L. (2008). Good teachers/bad teachers: How rural adolescent students' views of teachers impact on their school experiences. “Australian Journal of Teacher Education”, n. 33 (6), p. 29-43. DOI: https://doi.org/10.14221/ajte.2008v33n6.3
Google Scholar

Timperley H., Alton-Lee A. (2008). Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners. “Review of Research in Education”, n. 32 (1), p. 328–369. DOI: 10.3102/0091732X07308968. DOI: https://doi.org/10.3102/0091732X07308968
Google Scholar

UNESCO. (1996). Informe a la Unesco de la comisión internacional sobre la educación para el siglo XXI: La educación encierra un tesoro. Madrid: Santillana, Ediciones UNESCO, p. 91-103.
Google Scholar

UNESCO. (1998). World education report 1998: teachers and teaching in a changing world. UNESCO, Paris: France.
Google Scholar

Wayne A.J., Youngs P. (2003). Teacher characteristics and student achievement gains: A review. “Review of Educational Research”, n. 73 (1), p. 89-122. DOI: https://doi.org/10.3102/00346543073001089
Google Scholar

Williams P., Sullivan S., Kohn L. (2012). Out of the Mouths of Babes: What do Secondary Students Believe About Outstanding Teachers? “American Secondary Education”, n. 40 (2), p. 104-119.
Google Scholar

Wilson B., Corbett D. (2007). Students’ perspectives on good teaching: Implications for adult reform behavior. In: International handbook of student experience in elementary and secondary school (p. 283-311). Dordrecht: Springer. DOI: https://doi.org/10.1007/1-4020-3367-2_11. DOI: https://doi.org/10.1007/1-4020-3367-2_11
Google Scholar

Zapata Usuga J.A., Calderón Garcia A.J., Gaviria Cortes D. F. (2018). Who is a good teacher? A case with students of secondary education in Medellin-Colombia. “Viref-revista de educacion fisica”, n. 7 (1), p. 19-33.
Google Scholar

Zemelman S. Daniels H., Hyde A. (1998). Best practice: new standards for teaching and learning America’s schools. Portsmouth: Heinemann.
Google Scholar