Comportamiento ocular y estructuras conversacionales en aulas rurales y urbanas de la educación primaria chilena
Loading...
Date
2019
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Son escasos los estudios de procesos comunicacionales profesor-alumno en salas de clases de contextos rurales y urbanos. El objetivo de la investigación fue conocer la relación entre estructuras conversacionales que median el aprendizaje autónomo con el comportamiento ocular de profesoras en las salas de clases del primer año de educación primaria, en diferentes contextos socioeducativos de Chile. El método es descriptivo, de registros de conversación profesora-alumnos, en clases reales de 15 profesoras de escuelas ubicadas en contextos urbano y rural. Los registros fueron analizados con seis estructuras de conversación denominadas ‘intercambios con mediación’ (IcM): expositivo, regulativo, co-formado, explicativo, cooperativo y colaborativo. En los IcM se registró el comportamiento de mirada de la profesora en el rostro de los alumnos usando la tecnología eyetracking. Los resultados indican diferencias significativas entre los tiempos de mirada de la profesora a los alumnos en las categorías de IcM. El análisis post hoc muestra que esas diferencias se expresan entre IcM explicativo y los otros cinco tipos de IcM. Esta diferencia se mantiene independiente del contexto urbano/rural de la escuela.
There are not many studies involving teacher-student communication processes in classrooms of rural and urban contexts. The aim of this research is to know the relationship between conversational structures that mediate autonomous learning and teachers’ ocular activity in elementary education first grade classrooms in different socio-educational contexts of Chile. The method used is descriptive and consisted in recording teacher-student conversations in classes given by 15 teachers from schools located in urban and rural contexts. The records were analyzed through six conversational structures called ‘mediation exchanges’ (IcM): expository, regulatory, co-formed, explanatory, cooperative and collaborative. In the IcM the teacher's eye movement was measured in the face of the students by using eye tracking technology. The results indicate significant differences in the time teachers spend looking at the students in the various IcM categories. The post hoc analysis shows that these differences are expressed between the explanatory IcM and the other five kinds of IcM. These differences remain regardless the urban/rural context of the school.
There are not many studies involving teacher-student communication processes in classrooms of rural and urban contexts. The aim of this research is to know the relationship between conversational structures that mediate autonomous learning and teachers’ ocular activity in elementary education first grade classrooms in different socio-educational contexts of Chile. The method used is descriptive and consisted in recording teacher-student conversations in classes given by 15 teachers from schools located in urban and rural contexts. The records were analyzed through six conversational structures called ‘mediation exchanges’ (IcM): expository, regulatory, co-formed, explanatory, cooperative and collaborative. In the IcM the teacher's eye movement was measured in the face of the students by using eye tracking technology. The results indicate significant differences in the time teachers spend looking at the students in the various IcM categories. The post hoc analysis shows that these differences are expressed between the explanatory IcM and the other five kinds of IcM. These differences remain regardless the urban/rural context of the school.
Description
Keywords
Comunicación, Escuela, Intercambio, Mediación, Seguimiento Ocular