Archivos del Autor: memat

Este estudio examina las tensiones que vivencia una formadora de profesores al enseñar inferencia estadística, tópico en el que se han reconocido diversas dificultades de enseñanza y apren-dizaje en la formación inicial del profesorado de Matemática de secundaria. Para ello, se utilizó un enfoque cualitativo de naturaleza interpretativa, donde se analizaron las reflexiones de la formadora sobre la enseñanza de una unidad de inferencia estadística registradas por medio de bitácoras y reunio-nes de amistad crítica. El análisis permitió identificar tres grandes tensiones: una de ellas relacionada con la estadística como disciplina; la segunda, vinculada a su enseñanza; y la tercera, asociada con el aprendizaje de los estudiantes. Finalmente, se discuten posibles mejoras de los procesos formativos en la formación inicial del profesorado.

The present study examined how the dosage and quality of the federal preschool program “Head Start” (HS) in the US related to children’s self-regulation skills in kindergarten. Using Propensity Score Matching and multiple regression (OLS), this study explored how the number of years and hours a week of HS were related to self-regulation among 2,383 children, who entered the program either at 3 or 4 years old. An additional year in HS was significantly positively associated with self-regulation in kindergarten, while the number of hours a week in HS was not. However, the quality of teacher–child interactions moderated the relation between hours a week in HS and self-regulation. Findings contribute to the growing body of evidence about how dosage and quality of early childhood education experiences relate to children’s development.

Teachers’ scaffolding behaviors support children’s self-regulation skills in the classroom. However, little evidence is available regarding the presence of self-regulation scaffolding behaviors in preschool teachers, and how they vary throughout the year and in different learning experiences. Less is known about these behaviors in Latin American preschool contexts. The main goal of this study was to develop a coding system to examine and compare preschool teachers’ self-regulation scaffolding behaviors at the beginning and end of the school year in two learning experiences (i.e. greeting time and math instruction). Participants were 18 Chilean preschool teachers (Mage = 37.17 years; SD = 8.83). Seventy video segments were coded based on teacher behaviors targeting children’s self-regulation. The coding system included three scales: Instructional Strategy, Management Organization, and Warmth Responsivity. Research Findings: Findings revealed a greater presence of teachers’ self-regulation scaffolding behaviors in the Instructional Strategy scale than in the Management Organization and Warmth Responsivity scales. Also, the presence of teachers’ self-regulation scaffolding behaviors in the Instructional Strategy and Warmth Responsivity scales was related to the type of learning experience. Practice or Policy: The description of self-regulation scaffolding behaviors in Chilean preschool teachers contributes to understanding the role of teachers in the preschool context.