ESTILOS DE ENSEÑANZA: UN PASO ADELANTE EN SU CONCEPTUALIZACIÓN Y DIAGNÓSTICO
DOI:
https://doi.org/10.55777/rea.v6i11.968Keywords:
Enseñanza, comportamientos de enseñanza, Estilos de Enseñanza.Abstract
RESUMEN
El resumen/ del artículo publicado en la REA nº3 Vol. 3 Abril (2009) lo finalizábamos exponiendo que “las propuestas, como tal, son quizá incompletas e imperfectas pero estos adjetivos las otorga, desde una crítica constructiva, el reto de complementarlas, mejorarlas y avanzar en la relación y un mayor ajuste entre la enseñanza y el aprendizaje”. En este artículo, presentamos los avances en cuanto a la conceptualización y diagnóstico de los EE.EE definidos a partir de los comportamientos de enseñanza de los docentes. Hemos definido cada uno de los Estilos y re-construido el instrumento “Cuestionario de Estilos de Enseñanza CEE” Martínez (2002), para no diagnosticar contrastando pares de Estilos, como se había realizado en la publicación anteriormente citada, sino, para valorar cada uno en sí mismo. Desde el reconocimiento, aporte y el respeto, consideramos adoptar el formato del CHAEA Alonso, Gallego y Honey (1994) para favorecer el tratamiento estadístico y facilitar el contraste de resultados. El instrumento ha sido puesto en campo y está validado en cuanto a contenido y estadísticos.
LEARNING STYLES: A STEP FORWARD IN ITS CONCEPTUALIZATION AND DIAGNOSIS. (DEPENDING ON THE LEARNING STYLES OF ALONSO, GALLEGO AND HONEY, 1994
ABSTRACT
The abstract of the article published in the REA N. 3 Vol 3 April (2009) ended maybe the proposals, such as, are incomplete and imperfect but from constructive critical, these adjectives give them the challenge of complement, improve and advance toward better fit between teaching and learning In this paper, we present the advances about conceptualization and diagnose of EE.EE according to teaching behaviors of teachers.We have defined each of the styles and re-built the instrument "Teaching Styles Questionnaire EEC" (Martinez, 2002). The aim has been discovered the ontrast styles pairs and assess each one.We have gone in for CHAEA format (Alonso, Gallego and Honey, 1994) to encourage and facilitate the statistical contrast results. The instrument has been developed and is validated in terms of content and statistical.
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