dc.creatorAlmonacid-Fierro, Alejandro
dc.creatorMerellano-Navarro, Eugenio
dc.creatorAndrades Moya, Jonathan
dc.creatorSouza-de-Carvalho, Ricardo
dc.date2024-01-23T18:24:23Z
dc.date2024-01-23T18:24:23Z
dc.date2023
dc.date.accessioned2024-05-02T20:32:06Z
dc.date.available2024-05-02T20:32:06Z
dc.identifierhttp://repositorio.ucm.cl/handle/ucm/5205
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/9275390
dc.descriptionThere 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.languageen
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 Chile
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 Chile
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/
dc.sourceJournal of Curriculum and Teaching, 12(6), 242-252
dc.subjectFaculty
dc.subjectFormative process
dc.subjectGood teachers
dc.subjectDidactics
dc.titlePerspective of high school students and teachers on good teaching: a case study
dc.typeArticle


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