Resumen

ROJAS-ROJAS, Sandra Patricia; ARGUELLES-BENDEZU, Patricia Rosa; VILLALTA-PAUCAR, Marco Antonio  y  MARTINIC-VALENCIA, Sergio. Professional prof le and school experience in the validation of observational categories of classroom interactions. Entramado [online]. 2020, vol.16, n.2, pp.168-185.  Epub 19-Ene-2021. ISSN 1900-3803.  https://doi.org/10.18041/1900-3803/entramado.2.6574.

This article analyzes to what extent the observations made by a group of professionals, with and without teaching experience, differ during the validation of a classroom interaction analysis system between videotaped students and teachers. Methodologically, a quantitative exploratory and descriptive study was chosen, with a single case study. The analysis system proposes five categories: exchanges, teacher intervention, main speaker, teacher’s speech direction and class structure. To determine content consistency and validity using Cohen’s kappa coefficient, observers coded a 45-minute Spanish class from a private subsidized school in Santiago de Chile. The results show that the levels of agreement of the observers around the defined categories vary from strong to weak. The observed differences depend on profesional training and previous classroom work experience.

Palabras clave : Classroom interactions; expert judgment; validity; pedagogical practice.

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