Doctoral thesis reading

On November 6th, 2019 Paulina Martínez will defend her Doctoral Thesis entitled "Interactions in Effective Pedagogical Practices in the Classroom", and which has been directed by Dr. Carme Armengol Aspar and Dr. José Luis Muñoz Moreno, both professors of the Autonomous University of Barcelona and researchers of the Organizational Development Team.

The reading of the Doctoral Thesis will be carried out in the Faculty of Education Sciences of the UAB before the court formed by the president Dr. Ángel San Martín Alonso (University of Valencia), as secretary Dr. David Rodríguez-Gómez (Autonomous University of Barcelona) and as a vocalist Dr. Isabel del Arco Bravo (University of Lleida).

This research presents the results of the interactions that are generated in the teaching and learning processes in the classrooms. The study focuses on three schools in the XV Region of Chile. In this regard, effective pedagogical practices were observed considering the dimensions of pedagogical practice, interactions and environment, distributed in ten key ideas and thirty-six indicators, being validated by practical and theoretical judges and embodied in a pattern of observation of great values. In addition, they were complemented by field notes, analysis of institutional documents and interviews with teachers and management teams.

The main results of the research point to a strong influence of the context and characteristics of the students for the success of the interactions in the teaching and learning processes. Most of the interactions presented a high direction of the teacher towards the students, an absence of interaction between students and a high time of interaction between student and knowledge.

From the dimension of pedagogical practice, knowledge transformation activities, as well as the consideration of quality standards of student performance, high expectations towards learning outcomes and high feedback and guidance from teachers are well present in teaching practices located in the best categories. A differentiating element of the observed interactions is their consideration in the design of the classes by the teachers; that is, in less effective practices the interaction is not part of the design of the classes.