Teaching styles: starting point of identity and professional teacher development

Detalhes bibliográficos
Autor(a) principal: Alfageme-González, María Begoña
Data de Publicação: 2020
Outros Autores: Díaz-Serrano, José
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Roteiro (Joaçaba. Online)
Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/21459
Resumo: Theories of teaching-learning styles help teachers develop their personal and professional aspect centered on cognitive and learning. This paper analyzes the teaching style of Geography and History of Secondary Education teachers and their educational practices, diagnosing the teaching style and describing it. The study adopts a mixed approach; that is, it combines a descriptive-comparative quantitative design with a qualitative one with a phenomenological character. Thus, although in this example group the scores the scores of teaching styles are balanced, formal and functional styles predominate slightly. However, it seems that the teaching work in the educational center and in the teaching team are constituted as a major reference in their educational practices, above than the predominant style in the teacher and, therefore, a major constituent in the process of the teacher professional identity.
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spelling Teaching styles: starting point of identity and professional teacher developmentEstilos de enseñanza: punto de partida de la identidad y el desarrollo profesional docenteEstilos de ensino: ponto de partida da identidade e desenvolvimento do professor profissionalCiências sociaisProfessoresEnsino secundárioIdentidade profissionalCiencias socialesDocentesEnseñanza secundariaIdentidad profesionalSocial sciencesTeachersSecondary educationProfessional identityTheories of teaching-learning styles help teachers develop their personal and professional aspect centered on cognitive and learning. This paper analyzes the teaching style of Geography and History of Secondary Education teachers and their educational practices, diagnosing the teaching style and describing it. The study adopts a mixed approach; that is, it combines a descriptive-comparative quantitative design with a qualitative one with a phenomenological character. Thus, although in this example group the scores the scores of teaching styles are balanced, formal and functional styles predominate slightly. However, it seems that the teaching work in the educational center and in the teaching team are constituted as a major reference in their educational practices, above than the predominant style in the teacher and, therefore, a major constituent in the process of the teacher professional identity.Las teorías de los estilos de enseñanza-aprendizaje ayudan al docente a desarrollar su aspecto personal y profesional centradas en lo cognitivo y el aprendizaje. Este trabajo analiza el estilo de enseñanza del profesorado de Geografía e Historia de Educación Secundaria y sus prácticas educativas, diagnosticando el estilo docente y describiéndolo. El estudio adopta un enfoque mixto; es decir, combina un diseño cuantitativo descriptivo-comparativo con uno cualitativo de carácter fenomenológico. Así, aunque en este colectivo las puntuaciones de los estilos de enseñanza están bastante equilibradas, predominan ligeramente los estilos formal y funcional. Sin embargo, parece que las prácticas educativas del profesorado tienen como principal referente el trabajo en el centro educativo y en el equipo docente, por encima del estilo de enseñanza predominante en el docente, por tanto, se configuran como el mayor constitutivo en el proceso de la identidad profesional docente.As teorias dos estilos de ensino-aprendizagem auxiliam os professores a desenvolver seus aspectos pessoais e profissionais focados no cognitivo e no aprendizado. Este artigo analisa o estilo de ensino dos professores de Geografia e História do Ensino Secundário e suas práticas educacionais, diagnosticando e descrevendo o estilo de ensino. O estudo adota uma abordagem mista; isto é, combina um desenho quantitativo descritivo-comparativo com um qualitativo com um caráter fenomenológico. Assim, embora nesse grupo de amostra os escores dos estilos de ensino sejam bastante equilibrados, os estilos formal e funcional predominam levemente. No entanto, parece que as práticas de ensino dos professores têm como referência principal o trabalho no centro educacional e na equipe de ensino, sobre o estilo de ensino predominante no professor, portanto, configuram-se como o principal constituinte no processo de ensino, a identidade profissional dos professores.Universidade do Oeste de Santa Catarina2020-06-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://periodicos.unoesc.edu.br/roteiro/article/view/2145910.18593/r.v45i0.21459Roteiro; Vol. 45 (2020): Roteiro; 1-22Roteiro; Vol. 45 (2020): Roteiro; 1-22Roteiro; Vol. 45 (2020): Roteiro; 1-22Roteiro; v. 45 (2020): Roteiro; 1-22Roteiro; Vol. 45 (2020): Roteiro; 1-222177-60590104-431110.18593/r.v45i0reponame:Roteiro (Joaçaba. Online)instname:Universidade do Oeste de Santa Catarina (UNOESC)instacron:UNOESCspahttps://periodicos.unoesc.edu.br/roteiro/article/view/21459/14393https://periodicos.unoesc.edu.br/roteiro/article/view/21459/15709Copyright (c) 2020 María Begoña Alfageme-González, José Díaz-Serranoinfo:eu-repo/semantics/openAccessAlfageme-González, María BegoñaDíaz-Serrano, José2020-10-16T21:53:30Zoai:ojs.periodicos.unoesc.edu.br:article/21459Revistahttps://portalperiodicos.unoesc.edu.br/roteirohttps://portalperiodicos.unoesc.edu.br/roteiro/oairoteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br2177-60590104-4311opendoar:2020-10-16T21:53:30Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)false
dc.title.none.fl_str_mv Teaching styles: starting point of identity and professional teacher development
Estilos de enseñanza: punto de partida de la identidad y el desarrollo profesional docente
Estilos de ensino: ponto de partida da identidade e desenvolvimento do professor profissional
title Teaching styles: starting point of identity and professional teacher development
spellingShingle Teaching styles: starting point of identity and professional teacher development
Alfageme-González, María Begoña
Ciências sociais
Professores
Ensino secundário
Identidade profissional
Ciencias sociales
Docentes
Enseñanza secundaria
Identidad profesional
Social sciences
Teachers
Secondary education
Professional identity
title_short Teaching styles: starting point of identity and professional teacher development
title_full Teaching styles: starting point of identity and professional teacher development
title_fullStr Teaching styles: starting point of identity and professional teacher development
title_full_unstemmed Teaching styles: starting point of identity and professional teacher development
title_sort Teaching styles: starting point of identity and professional teacher development
author Alfageme-González, María Begoña
author_facet Alfageme-González, María Begoña
Díaz-Serrano, José
author_role author
author2 Díaz-Serrano, José
author2_role author
dc.contributor.author.fl_str_mv Alfageme-González, María Begoña
Díaz-Serrano, José
dc.subject.por.fl_str_mv Ciências sociais
Professores
Ensino secundário
Identidade profissional
Ciencias sociales
Docentes
Enseñanza secundaria
Identidad profesional
Social sciences
Teachers
Secondary education
Professional identity
topic Ciências sociais
Professores
Ensino secundário
Identidade profissional
Ciencias sociales
Docentes
Enseñanza secundaria
Identidad profesional
Social sciences
Teachers
Secondary education
Professional identity
description Theories of teaching-learning styles help teachers develop their personal and professional aspect centered on cognitive and learning. This paper analyzes the teaching style of Geography and History of Secondary Education teachers and their educational practices, diagnosing the teaching style and describing it. The study adopts a mixed approach; that is, it combines a descriptive-comparative quantitative design with a qualitative one with a phenomenological character. Thus, although in this example group the scores the scores of teaching styles are balanced, formal and functional styles predominate slightly. However, it seems that the teaching work in the educational center and in the teaching team are constituted as a major reference in their educational practices, above than the predominant style in the teacher and, therefore, a major constituent in the process of the teacher professional identity.
publishDate 2020
dc.date.none.fl_str_mv 2020-06-19
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unoesc.edu.br/roteiro/article/view/21459
10.18593/r.v45i0.21459
url https://periodicos.unoesc.edu.br/roteiro/article/view/21459
identifier_str_mv 10.18593/r.v45i0.21459
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://periodicos.unoesc.edu.br/roteiro/article/view/21459/14393
https://periodicos.unoesc.edu.br/roteiro/article/view/21459/15709
dc.rights.driver.fl_str_mv Copyright (c) 2020 María Begoña Alfageme-González, José Díaz-Serrano
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 María Begoña Alfageme-González, José Díaz-Serrano
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade do Oeste de Santa Catarina
publisher.none.fl_str_mv Universidade do Oeste de Santa Catarina
dc.source.none.fl_str_mv Roteiro; Vol. 45 (2020): Roteiro; 1-22
Roteiro; Vol. 45 (2020): Roteiro; 1-22
Roteiro; Vol. 45 (2020): Roteiro; 1-22
Roteiro; v. 45 (2020): Roteiro; 1-22
Roteiro; Vol. 45 (2020): Roteiro; 1-22
2177-6059
0104-4311
10.18593/r.v45i0
reponame:Roteiro (Joaçaba. Online)
instname:Universidade do Oeste de Santa Catarina (UNOESC)
instacron:UNOESC
instname_str Universidade do Oeste de Santa Catarina (UNOESC)
instacron_str UNOESC
institution UNOESC
reponame_str Roteiro (Joaçaba. Online)
collection Roteiro (Joaçaba. Online)
repository.name.fl_str_mv Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)
repository.mail.fl_str_mv roteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br
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