2018, Number 4
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Rev Elec Psic Izt 2018; 21 (4)
The practice of university teachers from the strategic analysis of discourse: cases of a mexican and spanish higher education institution
Ruiz CE, Cruz GJL, Hernández GD
Language: Spanish
References: 11
Page: 1394-1410
PDF size: 172.18 Kb.
ABSTRACT
Classroom research reports on the bidirectional influences given
between professors, students, and the dialogue which emanates
from the interactions present within the daily practices of
teaching, employing both discursive and semiotic resources.
These differentiate in accordance to the cultural and institutional
context, which shape the concept of “adequate teaching practice”.
This paper aims to report on the usage of said resources
by way of comparison between two sample groups of educators,
one from México (Estado de México) and the other from
Spain (Barcelona) in order to analyze the strategies pertaining
their educational practices employing the ESTDI instrument for
evaluation. Results show that for the Mexican sample, the usage
of adequate teaching practices amounted to 51.47% which
translates to increased relevance in the students’ participations,
as compared to the spanish sample in which only a 24.26% of
this value was found in the area of generating an attitude in the
student, that favors comprehension and reinterpreting of knowledges.
To sum up, both samples aim to ensure comprehension
of knowledge through evaluation in a way that allows certainty
in the fact that students are learning adequately; however they
lack a way of asserting that this phenomenon is due to their
teaching practices.
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