Resumen

CHIANG SALGADO, María Teresa; DIAZ LARENAS, Claudio  y  RIVAS AGUILERA, Amer. A teaching styles questionnaire for higher education professors. Rev. Lasallista Investig. [online]. 2013, vol.10, n.2, pp.62-68. ISSN 1794-4449.

Abstract Introduction. When an approach to the teaching meaning is taken, the first thing perceived is that it is not something simple, with easy to define limits or susceptible of being covered from a single perspective, given the fact that the specificity of its meaning includes complexity, uncertainty and great difficulty. Objective. To introduce the instrument called Teaching Styles Questionnaire, correlated to the Honey Alonso´s learning styles proposed by Martínez-Geijo. This questionnaire consists of 71 statements that identify the teaching type declared by a teacher from his/her speech, classifying it as open, formal, structured and functional. Every teaching style has particular characteristics and is related to the learning styles the students have. Materials and methods. For its validation, the Deplhi method was used. After two rounds of consultation to experts, the final instrument was obtained and, later, applied to professors from Universidad de Concepción by the use of a pilot sample corresponding to the 4% proportional to the following areas of knowledge: biology, humanities and engineering. Results. The results demonstrate that in the "high" category the most common styles are the open and the functional while in the "low" category the structured and formal styles are located. Conclusions. There was no significant difference (p<0.1) in the comparison of teaching styles and areas of knowledge.

Palabras clave : Teaching; style; teacher; learning; validation.

        · resumen en Español | Portugués     · texto en Español     · Español ( pdf )