Interacción participativa en las clases magistrales: fundamentación y construcción de un instrumento de observación

Tronchoni, Héctor; Izquierdo, Conrad; Anguera, M. Teresa

doi:10.30827/publicaciones.v48i1.7331

Cited by 12 publications

(12 citation statements)

References 6 publications

(6 reference statements)

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“…Narrative studies provide insights into a person's true nature and help to understand their experiences and needs (Riva et al, 2006 ). They have been used, for example, in a wide range of settings, such as secondary schools (García-Fariña, 2015 ; García-Fariña et al, 2016 ), high schools (Tronchoni et al, 2018 ), family gatherings (Gimeno et al, 2006 ), support groups for patients (Roustan et al, 2013 ), therapeutic interaction (Blanchet et al, 2005 ), and group therapy for adolescents (Arias-Pujol and Anguera, 2017 ). One of their shortcomings is that perceptibility is limited by the documentary nature of the texts, and it is not uncommon for different researchers to draw different conclusions from the same text.…”

Section: From Systematic To Indirect Observationmentioning

confidence: 99%

Indirect Observation in Everyday Contexts: Concepts and Methodological Guidelines within a Mixed Methods Framework

et al. 2018

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Indirect observation is a recent concept in systematic observation. It largely involves analyzing textual material generated either indirectly from transcriptions of audio recordings of verbal behavior in natural settings (e.g., conversation, group discussions) or directly from narratives (e.g., letters of complaint, tweets, forum posts). It may also feature seemingly unobtrusive objects that can provide relevant insights into daily routines. All these materials constitute an extremely rich source of information for studying everyday life, and they are continuously growing with the burgeoning of new technologies for data recording, dissemination, and storage. Narratives are an excellent vehicle for studying everyday life, and quantitization is proposed as a means of integrating qualitative and quantitative elements. However, this analysis requires a structured system that enables researchers to analyze varying forms and sources of information objectively. In this paper, we present a methodological framework detailing the steps and decisions required to quantitatively analyze a set of data that was originally qualitative. We provide guidelines on study dimensions, text segmentation criteria, ad hoc observation instruments, data quality controls, and coding and preparation of text for quantitative analysis. The quality control stage is essential to ensure that the code matrices generated from the qualitative data are reliable. We provide examples of how an indirect observation study can produce data for quantitative analysis and also describe the different software tools available for the various stages of the process. The proposed method is framed within a specific mixed methods approach that involves collecting qualitative data and subsequently transforming these into matrices of codes (not frequencies) for quantitative analysis to detect underlying structures and behavioral patterns. The data collection and quality control procedures fully meet the requirement of flexibility and provide new perspectives on data integration in the study of biopsychosocial aspects in everyday contexts.

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Section: From Systematic To Indirect Observationmentioning

confidence: 99%

Indirect Observation in Everyday Contexts: Concepts and Methodological Guidelines within a Mixed Methods Framework

et al. 2018

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“…However, national and international empirical research has shown the advantages of pedagogical methods based in interaction, as well as on the dialogue in the classroom that occurs among students and between students and their teachers at all levels of education. Further, implementing this interaction in the classroom is demonstrably necessary in order to improve teaching quality in Upper Education (Álvarez Álvarez, 2017;De Longhi et al, 2012;Fusco, 2012;Tronchoni, Izquierdo, & Anguera, 2018;Wells, 2001).…”

Section: The Concept Of Interactionmentioning

confidence: 99%

“…The focus of this project is to demonstrate the basis and the results of the construction of an observational tool to measure the level of interaction in university classrooms since there are few academic studies directed at analysing and measuring these interactions in university classrooms (Scott et al, 2006;Tronchoni et al, 2018;Wells, 2001).…”

Section: Evaluating University Teachingmentioning

confidence: 99%

“…Previous empirical research has shown the advantages of teaching based on interaction, as well as dialogue in the classroom both amongst the students themselves and between them and the teacher. Although it has been demonstrated that its implementation is essential in the improvement https://doi.org/10.34097/jeicom_1_1_1 of teaching quality in the field of Higher Education, interaction as a teaching-learning methodology is still only used by a minority in Spain (Álvarez, 2017;Tronchoni, Izquierdo & Anguera, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Innovating in University Teaching Through Classroom Interaction

Álvarez¹,

Ruiz²,

Ruthven³

et al. 2019

JEICOM

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Previous research has shown that the best educational practices are built on the basis of interaction in the classrooms, regardless of their level. However, the dialogue among the students themselves and between them and the teacher is still more scarce than desirable, especially in the university context. Taking this weakness into account, the authors of this contribution propose a Teaching Innovation Project (TIP) as a means of confronting the reality of this matter and advancing in it through an interdisciplinary collaboration involving 16 teachers, who participate as external observers, representing all the Faculties from the University of Cantabria (Spain). Here, we present the design of the TIP that we are currently developing, the working methodology and an advance of the first partial results. Specifically, each of the 16 people involved in this TIP will externally evaluate 6 teachers from their own field of knowledge. The aim is to identify varied interaction practices throughout the university. To develop this process we have designed three observation scales: one for students, another for the teacher in action and a third for the external observer. Data will be collected between October 2018 and May 2019. The ultimate goal is to promote innovation in university teaching through interaction in the classroom in order to achieve the active learning of the students. We hope to contribute to inspire other universities that may be interested in following our steps.

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“…Desde una visión antropológica, la educación facilita la rememoración (y posterior reformulación) de ciertas facultades (pre)otorgadas al ser humano en la historia (Tronchoni, Izquierdo y Anguera, 2018), porque "pone de manifi esto que el ser humano, constitutivamente, es capax symbolorum 1 , es decir, posee la aptitud, en el presente (en cada presente), para rememorar el pasado y para anticipar el futuro" (Duch, 1997, pp. 26-27).…”

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Educación humanizada. Una aproximación a partir del legado de Heinrich Rombach

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2020

Estudios sobre Educación

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Resumen: El objetivo de este artículo es reclamar una educación humanizada. Aprovechamos la potencialidad del legado de Heinrich Rombach como intersección desde la que fomentar una educación humanizada en la que la situación se erija en soporte constitutivo del despliegue ontológico de los valores en los que se sustenta. Llegamos a la conclusión de que, gracias a su descripción del "re-conocimiento" de la esencia de las cosas y los hechos, la situación nos permite canalizar vías de determinación de dimensiones generales de intervención pedagógica, destinadas a afi anzar el predominio de lo humano como sello, tanto de la realidad social, como de la biográfi ca.Palabras clave: Educación, Humanización, Situación, Práctica educativa.Abstract: The objective of this article is to claim a humanized education. We draw on the potential of Heinrich Rombach's legacy as an intersection from which to promote a humanized education where the situation is a constitutive foundation for the ontological deployment of the values on which this humanized education is based. We conclude that, thanks to his description of the "re-knowledge" of the essence of things and facts, the situation allows us to channel means of determining general dimensions for pedagogical intervention aimed at strengthening the predominance of what is human as a hallmark, both of the social and biographical realities.

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Interacción participativa en las clases magistrales: fundamentación y construcción de un instrumento de observación

Cited by 12 publications

References 6 publications

Indirect Observation in Everyday Contexts: Concepts and Methodological Guidelines within a Mixed Methods Framework

Indirect Observation in Everyday Contexts: Concepts and Methodological Guidelines within a Mixed Methods Framework

Innovating in University Teaching Through Classroom Interaction

Educación humanizada. Una aproximación a partir del legado de Heinrich Rombach

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