IMPACTO DE UN PROGRAMA DE ACOMPAÑAMIENTO A LA PRÁCTICA PEDAGÓGICA: Un análisis con eye tracking.
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| Title: | IMPACTO DE UN PROGRAMA DE ACOMPAÑAMIENTO A LA PRÁCTICA PEDAGÓGICA: Un análisis con eye tracking. |
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| Authors: | ANTONIO VILLALTA-PAUCAR, MARCO1 marco.villalta@usach.cl, ASSAEL BUDNIK, CECILIA2 cassael@uc.cl, MARTINIC VALENCIA, SERGIO3 sergio.martinic@uaysen.cl, REBOLLEDO ETCHEPARE, JÉSSICA VERÓNICA4 jessica.rebolledo@usach.cl |
| Source: | Revista Mexicana de Investigación Educativa. 2025, Vol. 30 Issue 104, p37-57. 21p. |
| Subject Terms: | *Middle school teachers, *Elementary school teachers, *Middle school education, *Communication in education, *Communication education |
| Abstract (English): | This article analyzes the conversational structures, mediation criteria and eye behavior observed within the classroom of elementary and middle school education teachers from different socio-educational contexts, before and after a process of accompaniment for the reflection on classroom pedagogical practice. A mixed method was applied with a quantitative approach of pre- and post-program design. Seven elementary and middle school teachers in urban and rural schools in Chile took part in this study. Actual classes were recorded using eye-tracking lenses and a 180-hour program was implemented to support the reflection of the practice. The results showed that the teachers' gaze at the students' faces significantly increased in the conversation structures with post-program mediation criteria. The implications are discussed in the conclusion. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este trabajo analiza las estructuras conversacionales, los criterios de mediación y el comportamiento ocular en el aula de profesoras de educación básica en diferentes contextos socioeducativos, antes y después de un proceso de acompañamiento en la reflexión de la práctica pedagógica de aula. Se empleó un método mixto con enfoque cuantitativo de diseño pre y post programa. Participaron siete profesoras de educación básica en escuelas urbanas y rurales de Chile. Se registraron clases reales con uso de lentes de seguimiento ocular y se implementó un programa de acompañamiento a la reflexión de la práctica de 180 horas. Los resultados mostraron que la mirada de las profesoras al rostro del estudiantado se incrementa significativamente en las estructuras de conversación con criterio de mediación post programa. Las implicaciones son discutidas en las conclusiones. [ABSTRACT FROM AUTHOR] |
| Copyright of Revista Mexicana de Investigación Educativa is the property of Consejo Mexicano de Investigacion Educativa and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184317089 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: IMPACTO DE UN PROGRAMA DE ACOMPAÑAMIENTO A LA PRÁCTICA PEDAGÓGICA: Un análisis con eye tracking. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22ANTONIO+VILLALTA-PAUCAR%2C+MARCO%22">ANTONIO VILLALTA-PAUCAR, MARCO</searchLink><relatesTo>1</relatesTo><i> marco.villalta@usach.cl</i><br /><searchLink fieldCode="AR" term="%22ASSAEL+BUDNIK%2C+CECILIA%22">ASSAEL BUDNIK, CECILIA</searchLink><relatesTo>2</relatesTo><i> cassael@uc.cl</i><br /><searchLink fieldCode="AR" term="%22MARTINIC+VALENCIA%2C+SERGIO%22">MARTINIC VALENCIA, SERGIO</searchLink><relatesTo>3</relatesTo><i> sergio.martinic@uaysen.cl</i><br /><searchLink fieldCode="AR" term="%22REBOLLEDO+ETCHEPARE%2C+JÉSSICA+VERÓNICA%22">REBOLLEDO ETCHEPARE, JÉSSICA VERÓNICA</searchLink><relatesTo>4</relatesTo><i> jessica.rebolledo@usach.cl</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Revista+Mexicana+de+Investigación+Educativa%22">Revista Mexicana de Investigación Educativa</searchLink>. 2025, Vol. 30 Issue 104, p37-57. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Middle+school+teachers%22">Middle school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+school+teachers%22">Elementary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+education%22">Middle school education</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication+in+education%22">Communication in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication+education%22">Communication education</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: This article analyzes the conversational structures, mediation criteria and eye behavior observed within the classroom of elementary and middle school education teachers from different socio-educational contexts, before and after a process of accompaniment for the reflection on classroom pedagogical practice. A mixed method was applied with a quantitative approach of pre- and post-program design. Seven elementary and middle school teachers in urban and rural schools in Chile took part in this study. Actual classes were recorded using eye-tracking lenses and a 180-hour program was implemented to support the reflection of the practice. The results showed that the teachers' gaze at the students' faces significantly increased in the conversation structures with post-program mediation criteria. The implications are discussed in the conclusion. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Este trabajo analiza las estructuras conversacionales, los criterios de mediación y el comportamiento ocular en el aula de profesoras de educación básica en diferentes contextos socioeducativos, antes y después de un proceso de acompañamiento en la reflexión de la práctica pedagógica de aula. Se empleó un método mixto con enfoque cuantitativo de diseño pre y post programa. Participaron siete profesoras de educación básica en escuelas urbanas y rurales de Chile. Se registraron clases reales con uso de lentes de seguimiento ocular y se implementó un programa de acompañamiento a la reflexión de la práctica de 180 horas. Los resultados mostraron que la mirada de las profesoras al rostro del estudiantado se incrementa significativamente en las estructuras de conversación con criterio de mediación post programa. Las implicaciones son discutidas en las conclusiones. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Revista Mexicana de Investigación Educativa is the property of Consejo Mexicano de Investigacion Educativa and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184317089 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 21 StartPage: 37 Subjects: – SubjectFull: Middle school teachers Type: general – SubjectFull: Elementary school teachers Type: general – SubjectFull: Middle school education Type: general – SubjectFull: Communication in education Type: general – SubjectFull: Communication education Type: general Titles: – TitleFull: IMPACTO DE UN PROGRAMA DE ACOMPAÑAMIENTO A LA PRÁCTICA PEDAGÓGICA: Un análisis con eye tracking. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: ANTONIO VILLALTA-PAUCAR, MARCO – PersonEntity: Name: NameFull: ASSAEL BUDNIK, CECILIA – PersonEntity: Name: NameFull: MARTINIC VALENCIA, SERGIO – PersonEntity: Name: NameFull: REBOLLEDO ETCHEPARE, JÉSSICA VERÓNICA IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14056666 Numbering: – Type: volume Value: 30 – Type: issue Value: 104 Titles: – TitleFull: Revista Mexicana de Investigación Educativa Type: main |
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