Autoeficacia en la gestión del aula en el profesorado de primaria y secundariavariables predictoras y perfiles docentes

  1. Héctor González-Mayorga 1
  2. Agustín Rodríguez Esteban 1
  1. 1 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

Revista:
Aula abierta

ISSN: 0210-2773

Año de publicación: 2023

Título del ejemplar: Educación para la diversidad, la inclusión y el desarrollo de competencias específicas

Volumen: 52

Número: 1

Páginas: 71-80

Tipo: Artículo

Otras publicaciones en: Aula abierta

Resumen

La eficacia en la gestión del aula es una de las principales preocupaciones del colectivo docente al ser uno de los ámbitos competenciales a desarrollar por el profesorado como garante de éxito en los procesos de enseñanza y aprendizaje. El objetivo del presente estudio es analizar la influencia de la formación inicial y continua en la autoeficacia del docente en la gestión del aula, así como conocer la capacidad predictiva de otras variables sobre la autoeficacia. Además, se describen perfiles docentes por niveles educativos. Se planteó un estudio de carácter predictivo utilizando datos de la última versión de la encuesta TALIS 2018, a partir de la muestra española conformada por 11527 docentes de educación primaria y secundaria. Los resultados indican que, tanto la formación inicial como la formación continua, son variables predictoras del nivel de autoeficacia de los docentes en la gestión del aula. Sin embargo, el tipo de formación ejerce un efecto distinto según el nivel educativo. Otras variables como los años de experiencia profesional, el comportamiento disruptivo en el aula y el nivel educativo ejercen un poder predictivo. Se pone de manifiesto la importancia de la formación docente, especialmente la continua, en estrategias de gestión del aula.

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