Effective teacher and effective teaching practices: literature perspective and learning experience. Qualitative study between Italy and Spain (part. II)

Maria del Pilar Alcolea Pina; Zbigniew Formella

doi:10.21697/fp.2024.1.19

Published: 2024-07-10

Vol. 14 No. 1 (2024)

Effective teacher and effective teaching practices: literature perspective and learning experience. Qualitative study between Italy and Spain (part. II)

Maria del Pilar Alcolea Pina , Zbigniew Formella

Pedagogical Forum

Section: Colloquia

https://doi.org/10.21697/fp.2024.1.19

Abstract

This second part of work presents the information gathered from both theoretical (disciplinary perspective) and empirical (student perspective) sources. It compares the documentary analysis based on bibliographic review with the students' voice, which is examined through Atlas.ti-V22 program. Finally, two tables synthesis below compares scientific and student perspectives, initially in a positive sense (table 3) and then in a negative one (table 4). We propose that quality as effectiveness is also quality as internal transformation: students should be able to report whether they have made qualitative progress, that is why the teacher should ask them and listen to them to improve the educational process.

Keywords:

students’ voice, student perspective, qualitative research, teacher, educational process

Most read articles by the same author(s)

Maria del Pilar Alcolea Pina, Zbigniew Formella, Effective Teacher and Effective Teaching Practices: Literature Perspective and Learning Experience—A Qualitative Study between Italy and Spain (Part I) , Pedagogical Forum: Vol. 13 No. 2 (2023): Wychowanie do pokoju. Między tradycją, ponowoczesnością a nowymi wyzwaniami

Download files

pdf

Citation rules

del Pilar Alcolea Pina, M., & Formella, Z. (2024). Effective teacher and effective teaching practices: literature perspective and learning experience. Qualitative study between Italy and Spain (part. II). Pedagogical Forum, 14(1), 245–255. https://doi.org/10.21697/fp.2024.1.19

Cited by / Share

Licence

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

References

Alcolea M.P., Nieto J.M. (2014). Desarrollo Profesional eficaz: el caso de la formación en centros en la Región de Murcia. In: La formación del profesorado en Educación Infantil y Primaria: retos y propuestas (p. 173-185). Murcia: Editum.
Google Scholar

Cian L. (2001). El sistema educativo de Don Bosco: las líneas maestras de su estilo. Barcelona: Editorial CSS.
Google Scholar

Cohen J., Grossman P. (2016). Respecting complexity in measures of teaching: Keeping students and schools in focus. “Teaching and Teacher Education”, n. 55, p. 308–317.
Google Scholar

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

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

Hattie J.A.C. (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

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

Quaglia R.J., Corso M.J. (2014). Student voice: The instrument of change. Singapore: Corwin Press.
Google Scholar

Rawls J. (2012). Teoría de la justicia. Fondo de cultura económica. Retrieved from https://www.overdrive.com/media/2894121/teoria-de-la-justicia (consulted 20/09/2023).
Google Scholar

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

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

Stolz S.A. (2018). A genealogical analysis of the concept of ‘good’ teaching: a polemic. “Journal of Philosophy of Education”, n. 52 (1), p. 144-162.
Google Scholar

Tomlinson C.A. (2006). Adempiere la promessa di una classe differenziata: strategie e strumenti per un insegnamento attento alla diversità. Roma: LAS.
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. Paris: UNESCO.
Google Scholar

Zabalza M.A. (2012). El estudio de las' buenas practicas' docentes en la enseñanza universitaria. “REDU: Revista de docencia universitaria”, n. 10 (1), p. 17-42.
Google Scholar