Browsing by Author "Méndez Hinojosa, Luz Marina"

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    Cross-national dataset from Chile, Spain, Venezuela and Colombia to analyze the meanings students attribute to the pedagogical authority of teachers
    (2020) Gil-Madrona, Pedro; Méndez Hinojosa, Luz Marina; Pérez-Segura, José Jaime; Saez-Sanchez, María Belen; Zamora Poblete, Guillermo Manuel
    The data displayed here were collected through a Likert scale that measures the meanings attributed to the pedagogical authority. The final sample comprised 913 teacher training university students from four Ibero-American countries (Chile, Spain, Colombia, and Venezuela). The value of the data relies, among others, on the possibility to analyse similarities and differences of those meanings among countries. This database allows for an increase of the sample, whether by applying the instrument to the same countries or to different ones. The main contributions of the article "Scale of Pedagogical Authority Meanings in the Classroom (ESAPA) for Ibero-America built on the opinions of teaching students" [1] belong to the psychometrics and education fields. (C) 2020 Published by Elsevier Inc.
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    Meanings of pedagogical authority in future teachers in Spain and Latin America. Understandings in education students from Chile, Colombia, Venezuela and Spain (Significados de la autoridad pedagogica en futuros profesores y profesoras de Iberoamerica. Comprensiones en estudiantes de pedagogia de Chile, Colombia, Venezuela y Espana)
    (2020) Zamora Poblete, Guillermo Manuel; Gil Madrona, Pedro; Méndez Hinojosa, Luz Marina; Galvis Leal, Pedro; Tadeo Morales, Pedro
    School education requires the guidance, orientation and conduction of a teaching staff that is responsible for their students' development. This is why educating implies asymmetry and hierarchy, that is, pedagogical authority. However, today's societies are decreasingly hierarchical, and subjects are more critical of authority. In a sociocultural context in which the classical forms of authority are weakening, young education students have to construct new meanings which they find coherent and effective. With the goal of exploring the new understandings of pedagogical authority, a study was conducted of 913 education students in different Spanish-speaking countries: Chile, Colombia, Venezuela and Spain. The multinational analysis enabled us to identify cross-cutting meanings, as well as local understandings constructed by the education students in today's society. A questionnaire with both closed and open-ended questions was administered. The overall results indicate that viewing authority grounded in reciprocal respect between teachers and students cuts across the participants and is significantly associated with the teaching of academic knowledge.