|Revista INFAD 2012||
ISSN EDICIÓN EN PAPEL: 0214-9877
|Nº1, Vol. 1, pp. 235-246||doi: en trámite|
Perfil diferencial de la competencia docente psicoinstruccional entre el cuerpo de maestros y el de profesores de enseñanza secundaria del sistema educativo español actual.
Juan Antonio Valdivieso Burón / Miguel Ángel Carbonero Martín / Luís Jorge Martín Antón /
Natalia Reoyo Serrano. pp. 235-246
The quality of professional development teaching, requires the development of professional criteria (skills, competences and responsibilities) that establish a positive relationship between the teachers’ teaching style and the students’ learning style. Teachers, as far as possible, must be aware of their own teaching styles so as to learn how to influence their perceptions, interactions, attitudes, in the teaching-learning process and, in turn, learn about the learning styles of their students in order to strengthen them. Our proposal is justified by the definition of ‘effective teaching style’ as an organized and interactive teaching skill that is structured, in turn, in a group of variables: self-effectiveness, planning, conflict resolution, communication and social skills. Our research has been based on the comparative analysis of descriptive type data from the results of a sample of active Primary and Secondary Teachers who teach courses in Compulsory Secondary Education.
The variables of “Planning”, “Conflict Resolution” and “Verbal Communication” have a similar perception among teachers of both samples. However, the “Self-effectiveness”, “Nonverbal Communication” and “Interaction-Coexistence” are different among the samples chosen.
Keywords: Effective teachers, modulating variables, teaching skills.