Tronchoni Héctor, Izquierdo Conrad, Anguera M Teresa
Faculty of Teacher Training, University of Valencia, Valencia, Spain.
Faculty of Psychology, Autonomous University of Barcelona, Barcelona, Spain.
Front Psychol. 2024 Nov 1;15:1410486. doi: 10.3389/fpsyg.2024.1410486. eCollection 2024.
In order to improve and innovate the face-to-face instructional task in postgraduate and doctoral university teaching encompasses different formats of participatory interaction (PI), considered to be social medium facilitators of deep learning, including the development of autonomous expert activity. The purpose of this article is to establish the use of systematic observation and lag sequential analysis as a conceptual-methodological choice to base the review of social-constructivist instructional practice that is taught in an expository format prepared by the teacher.
The systematic observation of the expert's expository session from its inception to its conclusion was approached from a mixed methods perspective as a subject of multiple case studies. A total of four postgraduate teachers were selected. A purpose-built observational instrument was constructed. The data quality was evaluated with intra-observer agreement tests by calculating Cohen's kappa coefficient (k). After the data matrices for each case were obtained, all possible file aggregations of the data were performed to detect the existence of common structures in the patterns through lag sequential analysis.
The sequential patterns of replicated and common lags of the multiple cases describe the chaining of the observed events, which characterizes the participatory interaction. Twelve lag sequential patterns have been identified that function as dialogical links, generated by the probability that the category "question" is linked to the conditioned events of "speech direction" and "exchange orientation."
Having constructed a theoretical interpretative scheme of the replicated patterns, we discuss the results. First, the significant results of the lag sequential analysis as examples of basic patterns extracted from their way of conducting expert expository sessions. As such, they can be reviewed with the formative purpose of reflecting on their potential for change when they are understood as dialogical links of participatory interaction committed to deep learning and the development of expert autonomy. Second, there is a training step consisting of the use of self-observation and the observation that teachers can make of the expert expository task. Finally, we conclude that non-intrusive systematic observation is a good choice when channeling the gradual and renewed improvement of participatory interaction with an expert expository format (§EF) and a mixed methods methodology.
为了改进和创新研究生和博士生大学教学中的面对面教学任务，涵盖了不同形式的参与式互动（PI），这些互动被认为是深度学习的社会媒介促进因素，包括自主专家活动的发展。本文的目的是确立系统观察和滞后序列分析作为一种概念性 - 方法论选择，以此为基础来审视以教师准备的说明性形式教授的社会建构主义教学实践。
从混合方法的角度出发，将专家说明性课程从开始到结束的系统观察作为多个案例研究的主题。总共挑选了四位研究生教师。构建了一个专门设计的观察工具。通过计算科恩卡帕系数（k），利用观察者内部一致性测试来评估数据质量。在获得每个案例的数据矩阵后，对数据进行所有可能的文件汇总，以通过滞后序列分析检测模式中共同结构的存在。
多个案例中重复和常见滞后的序列模式描述了观察到的事件的链式关系，这是参与式互动的特征。已经确定了十二个滞后序列模式，它们作为对话链接发挥作用，由“问题”类别与“言语方向”和“交流取向”的条件事件相联系的概率产生。
在构建了重复模式的理论解释方案后，我们对结果进行了讨论。首先，滞后序列分析的显著结果作为从专家说明性课程开展方式中提取的基本模式的示例。因此，当将它们理解为致力于深度学习和专家自主性发展的参与式互动的对话链接时，可以从反思其变革潜力的形成性目的对其进行审视。其次，可以进行一个培训步骤，包括教师使用自我观察以及对专家说明性任务的观察。最后，我们得出结论，当以说明性形式（§EF）和混合方法方法论引导参与式互动的逐步更新改进时，非侵入性系统观察是一个不错的选择。
