Educational Experience Focused on the Teaching Staff to Promote School Commitment. Students' Perceptions
DOI:
https://doi.org/10.15359/rep.16-1.10Keywords:
engagement, autonomy, feedback, educational experienceAbstract
This paper describes an investigation carried out at the primary level of education based on the theoretical postulates of the theory of self-determination and school engagement with the objectives of: (a) examining the natural configurations of support for autonomy and reference structure by teachers and perceived by the students, (b) describing the association between different perceptions with the students’ self-assessments in each dimension of engagement, (c) designing an educational experience aimed at promoting the support provided by teachers in class and on homework school children, and (d) assessing the association between perceptions of support and self-valued engagement by students after educational experience. The sample was composed up of 5th grade students (n = 53), from a public school of Argentina. Data collection was carried out based on the administration of an ad hoc questionnaire at the end of the experience. In addition, two standardized instruments were used before and after the investigation to assess the perception of the support received by the teacher and the students’ engagement. The results show that students get more involved with their learning when they appreciate that school tasks are defined under an instruction that supports their initiatives, but at the same time, offers an adequate definition of learning goals and objectives. The findings offer concrete guidelines to scaffold educational practices aimed at undermining the disengagement behaviors in the hands of a teaching style that supports students towards decision making and with formative feedback.
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