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.2013 - Volumen 6, Número 2
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A dialogue on school’s convivencia: |
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M. Cecilia Fierro, Guillermo Tapia, Bertha Fortoul, Regina Martínez-Parente, Mónica Macouzet y Martha Jiménez Muñoz-Ledo | ||||
.Abstract | ||||
Convivencia within schools is a complex object to be evaluated. The development of self-evaluating strategies and instruments for schools is in its embryonic stage. This article presents the design and testing of a self-evaluation guide for convivencia within schools based on the dialogues between teachers and managers. The design was based on a specific contextualization of this subject from a school management perspective, which focuses on the relationships among teachers and managers. This perspective considers the institutional and pedagogical dimensions of the school environment. The guide proposes a strategy based on their narratives. And it is through conversations that their professional practices and personal reflection are recovered. It comprises four topics: attention to student diversity; student-teacher rapport and the generation of spaces for dialogue and personal reflection; development and follow up of criteria and regulation; participation and co-responsibility in teaching performance improvement. The pilot study reaffirms that as a strategy/instrument, this guide was an efficient approach to promote significant conversations; it was relevant as the topics considered are salient to the teachers; and pertinent to invite them into discussing the needs for improvement in their interrelationships and their pedagogical practices. |
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.Key words | ||||
School convivencia, Self-diagnosis, Teacher narratives, Basic education, School management, Institutional evaluation. |
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.Full Text | ||||
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.Reference | ||||
Fierro, M.C., Tapia, G., Fortoul, B., Martínez-Parente, R., Macouzet, M., & Jiménez Muñoz-Ledo, M. (2013). Conversando sobre la convivencia en la escuela: Una Guía para el auto-diagnóstico de la convivencia escolar desde las perspectivas docentes. Revista Iberoamericana de Evaluación Educativa, 6(2),
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