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Record identifier : 566174
Personal Name - Primary Intelectual Responsibility : Preiss, David Daniel
Title and statement of responsibility : The task of teaching: Folk pedagogy and instructional practice in Chile's elementary education [Thesis]
Publication, Distribution,Etc. : Yale University, 2005
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , Yale University
Summary or Abstract : I investigated the implicit models of pedagogy of 135 Chilean elementary school teachers. The data were obtained from analyzing the material teachers submitted to a national teaching assessment system. The material for each teacher consisted of one 40-minute video of a Spanish language lesson and one written lesson plan for a Mathematics unit. These two components constituted a teacher portfolio. Based on the teacher portfolio, a self-assessment, and a chair and peer assessment, the Chilean government identified four levels of teacher competence. I treated these levels of competence as an independent factor. For the Spanish language video study, the dependents variables of interest were frequency of teacher questions and follow-ups in four categories and time allocated to linguistic skills training, whole language training and instructional play. For the Mathematics lesson plans study, the dependent variables of interest were use of analytical, practical and creative skills in goal setting, skill fostering and student assessment. There were no significant differences in the dependent variables between teachers receiving a different assessment. Across all levels of competence, teacher questions and follow-ups were primarily focused on class regulation or on information checking and scarcely on students' metacognition. Most of the public attention was focused on teachers. When students were performing private work, most of the time it was not collaborative. The content preferred by teachers involved training in a linguistic skill. Investigation of Math lessons showed that teachers favored analytical skills when setting goals, fostering skills and assessing students. Although teachers of distinct competence levels did not display alternative pedagogical models, their score on the teacher portfolio had small but significant positive correlations with several indexes of encouragement of students' metacognition and creative skills. Although most of the teachers observed were aligned with a conventional pedagogy, around 10 percent of the teachers deviated from this pattern. I suggest that teachers' folk pedagogies are rooted on the models of pedagogy that shaped Chile's educational system. Educational reform initiatives sensitive to the cultural-historical processes marking Chilean education are recommended..
Information of biblio record : TL
 
 
 
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