Browsing by Author "Calcagni García, María Elisa"

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    Chilean Lexicon
    (Routledge, 2021) Grau Cárdenas, Valeska Valentina; Calcagni García, María Elisa; Cortez, Mónica; Gómez, Daniela; Díaz, Gladys; Araya, Carolina; Preiss Contreras, David Daniel
    The International Classroom Lexicon Project aimed to document national lexicons of middle-school mathematics teachers from different countries including Australia, Chile, China, Czech Republic, Finland, France, Germany, Japan, Korea, and the United States. This chapter introduces the Chilean Lexicon, reflecting terms that are in use by such teachers in the country. The lexicon was built by teachers and educational researchers. The work evolved since its original creation in 2014 and included several phases of internal and external validation. The current version of the lexicon includes 74 terms – predominantly short phrases – arranged in five categories. This chapter complements Chapter 4: What We Can Name in the Classroom: A Chilean Lexicon of Middle-school Mathematics Teachers. It introduces the terms and descriptions translated to English to make them available for a wider audience.
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    Desarrollo de habilidades de observación en estudiantes de pedagogía: Resultados de una intervención piloto basada en el uso de la Videoteca de Buenas Prácticas Docentes
    (2013) Müller, Magdalena; Calcagni García, María Elisa; Grau Cárdenas, Valeska Valentina; Preiss Contreras, David Daniel; Volante, Paulo
    Uno de los aspectos claves de la formación inicial de profesores es la participación de los estudiantes en experiencias pedagógicas en contextos reales. Estas experiencias suelen ser limitadas y parcialmente mediadas por los profesores de los programas de formación. El presente artículo se enmarca en el desarrollo de una videoteca docente, cuyo uso en la formación inicial pretende aumentar la exposición mediada de los estudiantes a prácticas reales. En este contexto, se presenta el diseño, implementación y evaluación de un modelo pedagógico basado en evidencias internacionales sobre video formación. Específicamente, se buscó desarrollar en los estudiantes la capacidad de observación y razonamiento basado en conocimientos. Se aplicó un protocolo de observación de video, y se condujo un análisis de contenido. Los resultados muestran avances de los participantes en su capacidad de focalización en el triángulo estudiantes-profesor-contenido, y en la modalidad de observación, pasando de descripciones generales a específicas, e interpretaciones.
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    Metacognition, Self-Regulation, and Autonomy Support in the Chilean Mathematics Classroom: An Observational Study
    (2018) Preiss Contreras, David Daniel; Grau Cárdenas, Valeska Valentina; Torres Irribarra, David; Calcagni García, María Elisa
    This paper presents the results of an observational study developed on lessons taught by 128 teachers for a national teaching assessment program in Chile and whose practice was identified as outstanding. Specifically, we studied which strategies teachers used to promote students’ self-regulation and autonomy during segments involving teacher-led public talk, student-led public talk, shared engagement, and private work. Additionally, we examined whether the instructional practices targeting self-regulation that occur throughout these segments can be accounted for based on two overall dimensions of teacher practices, namely one of promotion of metacognition and one of promotion of motivation. During public segments, teachers encouraged student participation; during private work segments, teachers offered clues for problem solving. Thus, there was a stronger focus on motivational regulation instructional strategies during public segments and on metacognitive instructional strategies during private ones. A confirmatory factor analysis supported the hypothesis of two distinctive but related factors behind the observed self-regulation promotion strategies, one motivational, and one cognitive.
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    What we can name in the classroom: A Chilean lexicon of middle-school mathematics teachers
    (Routledge, 2021) Calcagni García, María Elisa; Grau Cárdenas, Valeska Valentina; Cortez Quezada, Mónica Miroslava; Gomez D.
    This chapter introduces the process of creation of the Chilean Lexicon and its main features, locating them in the Chilean educational context. The lexicon was created by a team of researchers and teachers, undergoing several phases of refinement and validation. This included a consultation with the local educational community indicating that the terms are reasonably familiar to them. The lexicon contains 74 items, predominantly short phrases that are grouped in five categories: Subject-matter didactics (22 terms), General pedagogy (18 terms), Pedagogical interaction (16 terms), Classroom climate (9 terms), Structure/routine (12 terms), some terms belonging to more than one. Our lexicon’s focus is generic, with most of its terms being applicable to other subjects as well. This may relate to the fact that middle-school mathematics teachers hold generalist degrees and usually teach more than one subject, perhaps making general aspects of teaching more salient. Some of the terms relating to lesson structure and phases can be mapped onto the local Framework for Good Teaching that guides teachers’ professional activities. Furthermore, we documented agency connotations in the terms, finding that most terms refer to actions that are exclusive to teachers (37 terms). This apparent secondary role of students can be linked to classroom studies in the country, which show that teacher-led activities focused on transmitting information and practising skills are emphasised, with scarce opportunities for students’ contributions (Preiss et al., 2015, 2016). Implications of the lexicon for future research and professional development in Chile are discussed