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Psykhe (Santiago)

versión On-line ISSN 0718-2228


PREISS, David D et al. Good Pedagogical Practices Observed in Middle-School Level Lessons in Chile. Psykhe [online]. 2014, vol.23, n.2, pp.1-12. ISSN 0718-2228.

A total of 1,482 videos of lessons performed by teachers, whose performance was assessed as satisfactory and outstanding in the teaching assessment and teacher accreditation programs implemented in Chile, were examined. The videos were recorded between 2005 and 2010, at the middle school level, in language and mathematics lessons. The Good Teaching Practices Scheme was applied and 151 videos presenting at least one episode with 2 or more practices highlighted in the scheme were selected. Descriptive and correlational analyses were performed, along with multivariate analyses of variance, to assess differences by sex and education sector, and a repeated measures analysis between the moments of the lesson in the identified variables. Most of the identified good practices are implemented during the development phase of the lesson and seek to promote student participation. The most frequently used teaching strategy involves making reasoning processes explicit. These teaching practices are linked to a notion of teaching as transmission and are compatible with the externalist pattern of teaching that prevails in Chile.

Palabras clave : teaching; pedagogical practices; observation; classroom; teaching assessment.

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