| dc.creator | Almonacid-Fierro, Alejandro | |
| dc.creator | Merellano-Navarro, Eugenio | |
| dc.creator | Andrades Moya, Jonathan | |
| dc.creator | Souza-de-Carvalho, Ricardo | |
| dc.date | 2024-01-23T18:24:23Z | |
| dc.date | 2024-01-23T18:24:23Z | |
| dc.date | 2023 | |
| dc.date.accessioned | 2024-05-02T20:32:06Z | |
| dc.date.available | 2024-05-02T20:32:06Z | |
| dc.identifier | http://repositorio.ucm.cl/handle/ucm/5205 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/9275390 | |
| dc.description | There is a widespread interest in studying factors that contribute to improving educational quality, such as good teaching practices. For this reason, this article intends to analyze the perception of high school students and teachers, regarding the characteristics of good teachers, identifying pedagogical practices that, from the perspective of these educational agents, favor quality teaching and subsequent learning. of the student body A qualitative methodology, of the case study type, was chosen. As a data collection technique, 8 semi-structured interviews were carried out, 4 of them directed towards students and 4 towards teachers. Among the main findings, students and teachers highlight that good teaching is observed in a didactic-disciplinary domain, affective and value-based practices, effective evaluative competencies, the manifestation of optimal leadership, and contextualizing the teaching-learning process depending on the characteristics of the student body. In conclusion, being a good teacher implies having extensive pedagogical and disciplinary knowledge, which must be optimally submitted in the teaching-learning process, which demands a didactic domain. All this, placing contextualization and evaluation as key processes. | |
| dc.language | en | |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Chile | |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Chile | |
| dc.rights | http://creativecommons.org/licenses/by-nc-nd/3.0/cl/ | |
| dc.source | Journal of Curriculum and Teaching, 12(6), 242-252 | |
| dc.subject | Faculty | |
| dc.subject | Formative process | |
| dc.subject | Good teachers | |
| dc.subject | Didactics | |
| dc.title | Perspective of high school students and teachers on good teaching: a case study | |
| dc.type | Article | |
