El profesor en el centro del debate sobre la eficacia de la enseñanza: meta-síntesis del impacto de las características del docente
Loading...
Official URL
Full text at PDC
Publication date
2022
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Organización de Estados Iberoamericanos (OEI)
Citations
Exportar
Citation
Castro Morera, M., & Egido Gálvez, I. (2022). El profesor en el centro del debate sobre la eficacia de la enseñanza: meta-síntesis del impacto de las características del docente. Revista Iberoamericana De Educación, 90(1), 57-75. https://doi.org/10.35362/rie9015434
Abstract
El propósito de este estudio es sintetizar los resultados de la evidencia acumulada de un conjunto extenso de investigaciones primarias a través de los estudios de síntesis cuantitativa y cualitativa (meta-análisis y revisiones sistemáticas) que examinan la relación entre las características del docente y diversas medidas de eficacia y calidad de la enseñanza. En esta meta-síntesis se integran los resultados de 6 trabajos que facilitan la descripción de sus características en su propio contexto, junto con un análisis de las tendencias que trascienden a todos ellos. Los resultados muestran que las características cognitivas y de trayectoria académica del docente se integran en modelos amplios, aunque con un impacto muy moderado en el mejor de los casos. Los estudios sobre motivación son esencialmente descriptivos, si bien permiten hacer comparaciones en función del contexto socio-económico y cultural de los docentes gracias al uso de herramientas de medida comunes. Esta meta-síntesis pone de manifiesto que se necesita más investigación a gran escala con instrumentos validados y muestras comparables. Pero, sobre todo, se precisa de una investigación basada en una fundamentación teórica sólida que aborde de manera integrada los efectos precisos de las características del docente sobre la calidad de la enseñanza.
The purpose of this study is to synthesize the results of evidence accumulated from an ex-tensive body of primary research through quantitative and qualitative synthesis studies (meta-analyses and systematic reviews) that examine the relationship between teacher characteristics and various measures of teaching effectiveness and quality. This meta-synthesis integrates the results of 6 papers that facilitate the description of their characteristics in their own context, together with an analysis of trends that transcend all of them. The results show that the cognitive and academic trajectory cha-racteristics of teachers are integrated in broad models, although with a very moderate impact at best. Motivation studies are essentially descriptive, although they allow comparisons to be made according to the socio-economic and cultural context of teachers through the use of common measurement tools. This meta-synthesis shows that more large-scale research with validated instruments and comparable samples is needed. But above all, there is a need for research based on a solid theoretical foundation that addresses in an integrated manner the precise effects of teacher characteristics on teaching quality.
Este estudo visa sintetizar os resultados das evidências acumuladas de um extenso conjunto de pesquisas primárias por meio de estudos de síntese quantitativa e qualitativa (meta-análises e revisões sistemáticas) que examinam a relação entre as características dos professores e as várias medidas de eficácia e qualidade de ensino. Nesta metassíntese, são integrados os resultados de seis trabalhos que facilitam a descrição de suas características em seu próprio contexto, juntamente com uma análise das tendências que transcendem todos eles. Os resultados mostram que as características cognitivas e acadêmicas do professor estão integradas em modelos amplos, embora com impacto muito moderado no melhor dos casos. Os estudos sobre motivação são essencialmente descritivos, embora permitam fazer comparações com base no contexto socioeconômico e cultural dos professores, graças ao uso de ferramentas comuns de medição. Esta metassíntese destaca a necessidade de mais pesquisas em larga escala com instrumentos validados e amostras comparáveis. Porém, sobretudo, são necessárias pesquisas com base teórica sólida que abordem de forma integrada os efeitos precisos das características do professor na qualidade do ensino.
The purpose of this study is to synthesize the results of evidence accumulated from an ex-tensive body of primary research through quantitative and qualitative synthesis studies (meta-analyses and systematic reviews) that examine the relationship between teacher characteristics and various measures of teaching effectiveness and quality. This meta-synthesis integrates the results of 6 papers that facilitate the description of their characteristics in their own context, together with an analysis of trends that transcend all of them. The results show that the cognitive and academic trajectory cha-racteristics of teachers are integrated in broad models, although with a very moderate impact at best. Motivation studies are essentially descriptive, although they allow comparisons to be made according to the socio-economic and cultural context of teachers through the use of common measurement tools. This meta-synthesis shows that more large-scale research with validated instruments and comparable samples is needed. But above all, there is a need for research based on a solid theoretical foundation that addresses in an integrated manner the precise effects of teacher characteristics on teaching quality.
Este estudo visa sintetizar os resultados das evidências acumuladas de um extenso conjunto de pesquisas primárias por meio de estudos de síntese quantitativa e qualitativa (meta-análises e revisões sistemáticas) que examinam a relação entre as características dos professores e as várias medidas de eficácia e qualidade de ensino. Nesta metassíntese, são integrados os resultados de seis trabalhos que facilitam a descrição de suas características em seu próprio contexto, juntamente com uma análise das tendências que transcendem todos eles. Os resultados mostram que as características cognitivas e acadêmicas do professor estão integradas em modelos amplos, embora com impacto muito moderado no melhor dos casos. Os estudos sobre motivação são essencialmente descritivos, embora permitam fazer comparações com base no contexto socioeconômico e cultural dos professores, graças ao uso de ferramentas comuns de medição. Esta metassíntese destaca a necessidade de mais pesquisas em larga escala com instrumentos validados e amostras comparáveis. Porém, sobretudo, são necessárias pesquisas com base teórica sólida que abordem de forma integrada os efeitos precisos das características do professor na qualidade do ensino.
Description
Referencias bibliográficas:
• Aloe, A. M. y Becker, B. J. (2009). Teacher verbal ability and school outcomes: where is the evidence? Educational Researcher, 38(8). 612-624.
• Atteberry, A., Loeb, S. y Wyckoff, J. (2015). Do first impressions matter? Predicting early career teacher effectiveness. AERA Open, 1(4), 1–23.
• Bardach y Klassen (2020). Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness. Educational Research Review, 30, 1-21.
• Chetty, R., Friedman, J.N. y Rockoff, J.E. (2014). Measuring the impacts of teachers I: Evaluating bias in teacher value-added estimates. The American Economic Review, 104, 2593-2632.
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2º ed.). Hillsdale, NJ: Erlbaum.
• Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., y Weinfeld, E D. (1966). Equality of educational opportunity. Washington, DC: U.S. Department of Health, Education, and Welfare.
• D’Agostino, J. V. y Powers, S. J. (2009) Predicting Teacher Performance with Test Scores and Grade Point Average: A Meta-Analysis. American Educational Research Journal, 46(1), 146-182.
• Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61, 35-47.
• Fray, L. y Gore, J. (2018). Why people choose teaching: A scoping review of empirical studies, 2007–2016. Teaching and Teacher Education, 75, 153-163.
• Gill, B., Shoji, M., Coen, T. y Place, K. (2016). The content, predictive power, and potential bias in widely used teacher observation instruments (REL 2017-191). Regional Educational Laboratory Mid-Atlantic.
• Grissom, J.A. y Loeb, S. (2017). Assessing principals’ assessments: subjective evaluations of teacher effectiveness in low and high-stakes environments. Education Finance and Policy, 12, 369-395.
• Hamre, B.K, Pianta, R.C., Downer, J.T., DeCoster, J., Mashburn, A.J. y Hamagami, A. (2013). Teaching through interactions: testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113, 461-487.
• Hattie, J. A. (2008). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge
• Hattie, J. A. (2011). Visible Learning for Teachers: Maximizing Impact on Learning. Routledge.
• Heinz, M. (2015). Why Choose Teaching? An International Review of Empirical Studies Exploring Student Teachers’ Career Motivations and Levels of Commitment to Teaching. Educational Research and Evaluation, 21(3): 258–297.
• Hobson, A.J., Ashby, P., McIntyre, J. y Malderez, A. (2010). International approaches to teacher selection and recruitment. OECD education working papers. OECD Publishing nº 47.
• Jackson, C.K., Rockoff, J.E. y Staiger, D.O. (2014). Teacher effects and teacher-related policies. Annual Review of Economics, 6, 801-825.
• Klassen, R, y Kim, L. E. (2019). Selecting teachers and prospective teachers: A meta-analysis. Educational Research Review, 26, 32–51.
• Klassen, R.M. y Tze, V.M.C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: a meta-analysis. Educational Research Review, 12, 59-76.
• Kunter, M., Kleickmann, T., Klusmann, U. y Richter, D. (2013). The development of teachers’ professional competence. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss y M. Neubrand (Eds.). Cognitive activation in the mathematics classroom and professional competence of teachers (pp. 63-77). Springer.
• Lankford, H., Loeb, S., McEachin, A., Miller, L. C., y Wyckoff, J. (2014). Who Enters Teaching? Encouraging Evidence That the Status of Teaching Is Improving. Educational Researcher, 43(9), 444–453.
• Mujis, D., Kyriakides, L, van der Werf, G., Creemers, B., Timperley, H. y Earl, L. (2014). State of the art -teacher effectiveness and professional learning. School Effectiveness and School Improvement, 25, 231-256.
• Mujis, D., Reynolds, D., Sammons, Creemers, B. y Teddie, C. (2018). Assessing individual lessons using a generic teacher observation instrument: how useful is the international system for teacher observation and feedback (ISTOF)? School Effectiveness and School Improvement, 25, 231-256.
• OECD (2005). Teachers matter. Attracting, developing, and retaining effective teachers. OECD education working papers. OECD Publishing.
• Van der Lans, R.M., van de Grift, W.J. y van Veen, K. (2018). Developing an instrument for teacher feedback: using the Rasch model to explore teachers’ development of effective teaching strategies and behaviors. The Journal of Experimental Education, 86, 247-264.
• Walsh, D. y Downe, S. (2005). Meta-synthesis method for qualitative research: a literature review. Journal of Advanced Nursing 50(2), 204–211.
• Watt, H.M.G. y Richardson, P.W. (2012). An introduction to teaching motivations in different countries: comparisons using the FIT-Choice scale. Asia-Pacific Journal of Teacher Education, 40(3), 185-197