García-Fariña Abraham, Jiménez-Jiménez F, Anguera M Teresa
Department of Specific Didactics, Faculty of Education, University of La Laguna, Santa Cruz de Tenerife, Spain.
Faculty of Psychology, Institute of Neurosciences, University of Barcelona, Barcelona, Spain.
Front Psychol. 2018 Mar 19;9:334. doi: 10.3389/fpsyg.2018.00334. eCollection 2018.
The aim of this study was to analyze the verbal behavior of primary school physical education teachers in a natural classroom setting in order to investigate patterns in social constructivist communication strategies before and after participation in a training program designed to familiarize teachers with these strategies. The participants were three experienced physical education teachers interacting separately with 65 students over a series of classes. Written informed consent was obtained from all the students' parents or legal guardians. An indirect observation tool (ADDEF) was designed specifically for the study within the theoretical framework, and consisted of a combined field format, with three dimensions, and category systems. Each dimension formed the basis for building a subsequent system of exhaustive and mutually exclusive categories. Twenty-nine sessions, grouped into two separate modules, were coded using the Atlas.ti 7 program, and a total of 1991 units (messages containing constructivist discursive strategies) were recorded. Analysis of intraobserver reliability showed almost perfect agreement. Lag sequential analysis, which is a powerful statistical technique based on the calculation of conditional and unconditional probabilities in prospective and retrospective lags, was performed in GSEQ5 software to search for verbal behavior patterns before and after the training program. At both time points, we detected a pattern formed by requests for information combined with the incorporation of students' contributions into the teachers' discourse and re-elaborations of answers. In the post-training phase, we detected new and stronger patterns in certain sessions, indicating that programs combining theoretical and practical knowledge can effectively increase teachers' repertoire of discursive strategies and ultimately promote active engagement in learning. This has important implications for the evaluation and development of teacher effectiveness in practice and formal education programs.
本研究的目的是分析小学体育教师在自然课堂环境中的言语行为，以调查在参加旨在使教师熟悉这些策略的培训计划之前和之后社会建构主义沟通策略的模式。参与者是三位经验丰富的体育教师，他们在一系列课程中分别与65名学生互动。已获得所有学生家长或法定监护人的书面知情同意书。在理论框架内专门为该研究设计了一种间接观察工具（ADDEF），它由一种组合的田野格式、三个维度和类别系统组成。每个维度构成构建后续详尽且相互排斥的类别系统的基础。分为两个单独模块的29节课程使用Atlas.ti 7程序进行编码，共记录了1991个单元（包含建构主义话语策略的信息）。观察者内部信度分析显示几乎完全一致。在GSEQ5软件中进行滞后序列分析，这是一种基于前瞻性和回顾性滞后的条件概率和无条件概率计算的强大统计技术，以寻找培训计划前后的言语行为模式。在两个时间点，我们都检测到一种由信息请求、将学生的贡献纳入教师话语以及对答案的重新阐述所形成的模式。在培训后阶段，我们在某些课程中检测到新的且更强的模式，表明结合理论和实践知识的计划可以有效地增加教师的话语策略储备，并最终促进积极参与学习。这对实践和正规教育计划中教师效能的评估和发展具有重要意义。
