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Estudios pedagógicos (Valdivia)

versão On-line ISSN 0718-0705

Resumo

GODOY OSSA, Felipe et al. Pedagogical interactions and students perception at Chilean schools with improvement trajectories: an exploratory approach. Estud. pedagóg. [online]. 2016, vol.42, n.3, pp.149-169. ISSN 0718-0705.  http://dx.doi.org/10.4067/S0718-07052016000400008.

This article explores the characteristics of pedagogical interactions in math classes of Chilean schools with improvement trajectories, which are contrasted with other classrooms in the same educational level. The study uses two instruments, the external and standardized observation by international protocol using CLASS and also explores the perspective of children by analyzing their drawings of the same classes. Both approaches deliver relevant, consistent and complementary data, showing significant differences between classroom from schools with improvement trajectories and schools of the comparison group. Studied classrooms exhibited better pedagogical interactions and the exacerbation of teacher-centered practices, which are negatively correlated with quality interactions.

Palavras-chave : school effectiveness; school effectiveness; effective teaching; educational interactions; perceptions of students.

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