CRIS

Permanent URI for this communityhttps://investigadores.udd.cl/handle/123456789/1

Browse

Settings

Access type: UnknownSubject: search.filters.subject.teaching practices

Search Results

Now showing 1 - 3 of 3
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
      7
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    The impact of a university teacher training program promoting self-regulated learning on teacher knowledge, self-efficacy, and practices
    (2023)
    BRUNA JOFRE, DANIELA VALENTINA  
    ;
    María Victoria Pérez
    ;
    Claudio Bustos
    ;
    Verónica Villarroel
    <jats:p>The aim of this study was to assess the impact of a teaching training program on teachers’ knowledge, self-efficacy, and teaching practices. A 21-h program was developed to enhance self-regulated learning in higher education students, focusing on planning, teaching, and assessment practices. The research design employed a quasi-experimental approach, utilizing pre- and post-tests with an experimental group and a control group. The experimental group consisted of 32 teachers, while the control group comprised 28 teachers. The results obtained from a Linear Multi-level Model analysis revealed the following findings: (1) the training program did not have a significant impact on the participants’ knowledge; (2) there was a significant positive effect on overall teacher self-efficacy, with the Health Sciences and Psychology faculties demonstrating higher levels of self-efficacy compared to other faculties; and (3) the training program significantly improved teaching practices for the promotion of self-regulated learning, with no significant differences observed between faculties.</jats:p>
      22Scopus© Citations 2
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Representaciones sociales sobre la escritura: una revisión sistemática de artículos de investigación
    (2022)
    María Verónica Strocchi
    ;
    Beatriz Arancibia Gutiérrez
    ;
    Stefanie Kloss Medina
    <jats:p>Este estudio tuvo como objetivo caracterizar investigaciones sobre representaciones sociales de docentes y estudiantes acerca de la escritura en la educación superior. La revisión sistemática se efectuó siguiendo la metodología propuesta por la Declaración PRISMA. La búsqueda, que fue realizada en las bases de datos WOS, Scopus, Scielo y ERIC, permitió identificar 20 artículos entre los que predomina el enfoque cualitativo. Como elementos recurrentes se destacan la necesidad de que en la universidad se enseñe explícitamente a escribir y la persistencia de representaciones, que vinculan la escritura con la evaluación.</jats:p>
      3