학술논문
Formación de expectativas docentes : rendimiento previo del estudiante y características del profesor como factores explicativos
Document Type
research-article
Source
Revista Española de Pedagogía, 2024 May 01. 82(288), 359-376.
Subject
Language
Spanish; Castilian
English
English
ISSN
00349461
21740909
21740909
Abstract
Si bien se ha confirmado el efecto de las expectativas docentes en el rendimiento académico de los estudiantes, son escasos los estudios centrados en constatar qué variables afectan a la formación de dichas expectativas, en especial aquellos que consideran el rendimiento previo del estudiante y la experiencia laboral del profesor como factores explicativos. El objetivo de esta investigación fue examinar el efecto de ambos elementos en la formación de la expectativa del docente. La muestra consistió en 21 profesores de 11 colegios, con experiencia baja, media y alta. A ellos se sumaron 363 alumnos de primer año básico (6-7 años), cuyo rendimiento académico se midió al inicio del año escolar. Las expectativas docentes se midieron a mediados del año escolar. Un análisis ANOVA de efectos mixtos permitió evaluar si la expectativa docente varía en función del rendimiento previo y de la experiencia docente. Los resultados indicaron que existe un efecto significativo tanto del rendimiento previo como de la experiencia docente en la formación de las expectativas. Sin embargo, el efecto de la experiencia varía de acuerdo con las distintas dimensiones de las expectativas.
Although the effect of teacher expectations on students’ academic performance has been verified, few studies have focused on establishing which factors affect the formation of these expectations, especially ones that consider previous student performance and the professional experience of the teacher as explanatory factors. The aim of this study was to examine the effect of these factors on the formation of teacher expectations. The sample comprised 21 teachers from 11 schools, with low, medium, and high experience levels, as well as 363 first-year primary-school students from Chile (ages 6-7), whose academic performance was measured at the start of the school year. Teacher expectations were measured partway through the school year. A mixed ANOVA analysis made it possible to assess whether teacher expectation varies depending on previous performance and teacher experience. The results indicated that previous performance and teacher experience both have a significant effect on how expectations form. However, the effect of experience varies depending on the different dimensions of the expectations.
Although the effect of teacher expectations on students’ academic performance has been verified, few studies have focused on establishing which factors affect the formation of these expectations, especially ones that consider previous student performance and the professional experience of the teacher as explanatory factors. The aim of this study was to examine the effect of these factors on the formation of teacher expectations. The sample comprised 21 teachers from 11 schools, with low, medium, and high experience levels, as well as 363 first-year primary-school students from Chile (ages 6-7), whose academic performance was measured at the start of the school year. Teacher expectations were measured partway through the school year. A mixed ANOVA analysis made it possible to assess whether teacher expectation varies depending on previous performance and teacher experience. The results indicated that previous performance and teacher experience both have a significant effect on how expectations form. However, the effect of experience varies depending on the different dimensions of the expectations.