.2008 - Volumen 1, Número 2
 
       
       
   
Evaluating the Teacher Talk: Developing a Rasch Model Evidence from Chilean
First Cycle Basic Education Audiovisual Teachers in the Language Area
 
       
    Jorge González, David Preiss y Ernesto San Martín  
     
    .Abstract  
       
   

The present study investigates the nature of teacher talk at classroom in Chilean elementary-school teachers of language. In so doing, the study capitalizes on video-survey data collected in a previous study in 2003. The statistical model used to analyze these data allows placing in a same interval scale both teachers’ characteristics (abilities) and tasks’ characteristics (difficulties), particularly the different kinds of teacher talk. This procedure allows not only making comparisons between teachers, but also making comparisons between teachers with respect to the same variables of teacher talk. Thus, it is possible to interpret teachers’ ability vis-à-vis the substantive meaning of teachers’ talk variables. Using these comparisons, this study intends to reach two ends: first, detecting which are the main strengths and weaknesses characterizing teacher talk and, second, using an individual differences approach to understand these strengths and weaknesses.

 
       
    .Key words  
       
   

Teacher-talk, video surveys, Rasch Poisson model, metacognition.

 
       
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    .Reference  
       
   

González, J., Preiss, D. y San Martín, E. (2008). Evaluando el Discurso Docente: Desarrollo de un Modelo de Rasch a partir de Evidencia Audiovisual de Profesores Chilenos de Primer Ciclo de Educación Básica en el Área de Lenguaje. Revista Iberoamericana de Evaluación Educativa, 1(2), pp. 137-147.
http://www.rinace.net/riee/numeros/vol1-num2/art9.pdf. Cited (Date).