Quando un buon insegnate fa una buona lezione? Uno studio sulle caratteristiche sociocomunicative degli insegnanti in un caso di educazione ambientale
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Quando un buon insegnate fa una buona lezione? Uno studio sulle caratteristiche sociocomunicative degli insegnanti in un caso di educazione ambientale. / Bonaiuto, Marino; Catalano, Maria; Cataldi, Silvia; D'Urso, Giulio; De Dominicis, Stefano; Faggioli, Silvia; Perucchini, Paola; Petruccelli, Irene.
I: Ricerche di Psicologia, Bind 42, Nr. 1, 2019, s. 43-60.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Quando un buon insegnate fa una buona lezione? Uno studio sulle caratteristiche sociocomunicative degli insegnanti in un caso di educazione ambientale
AU - Bonaiuto, Marino
AU - Catalano, Maria
AU - Cataldi, Silvia
AU - D'Urso, Giulio
AU - De Dominicis, Stefano
AU - Faggioli, Silvia
AU - Perucchini, Paola
AU - Petruccelli, Irene
N1 - CURIS 2019 NEXS 291
PY - 2019
Y1 - 2019
N2 - The present study aims to verify if and which didactic and interactive strategies implemented by teachers in the classroom, during their lessons, can be a factor related to good teacher-student relationships, as well as a factor related to the development of satisfying relationships among peers. The participants in the study were 201 students. Lessons, conducted on ecological topic, were handled by 15 teachers in 3 different countries. In addition, 17 observers, suitably trained and coming from the different countries involved, attended the lessons. Lessons' evaluation was carried out through a toolkit (Toolkit for lesson evaluation), which consists in three different forms related to the point of view of different participants: external observers, students and teachers. Students have completed two tools: the SGE Student Grid and the TEP-Q Etero Evaluation. Observers completed the SGE Observer Grid. The multiple regression analysis suggests that teachers' explanation modality, perceived by the observers, positively predicts the good relationships between teachers and students. Furthermore, teacher's effective communication and teacher's attention to the relationship predict good relationships among peers. Finally, the correlation analysis highlights how good relations between students are related with the use of active methodologies by the teacher.
AB - The present study aims to verify if and which didactic and interactive strategies implemented by teachers in the classroom, during their lessons, can be a factor related to good teacher-student relationships, as well as a factor related to the development of satisfying relationships among peers. The participants in the study were 201 students. Lessons, conducted on ecological topic, were handled by 15 teachers in 3 different countries. In addition, 17 observers, suitably trained and coming from the different countries involved, attended the lessons. Lessons' evaluation was carried out through a toolkit (Toolkit for lesson evaluation), which consists in three different forms related to the point of view of different participants: external observers, students and teachers. Students have completed two tools: the SGE Student Grid and the TEP-Q Etero Evaluation. Observers completed the SGE Observer Grid. The multiple regression analysis suggests that teachers' explanation modality, perceived by the observers, positively predicts the good relationships between teachers and students. Furthermore, teacher's effective communication and teacher's attention to the relationship predict good relationships among peers. Finally, the correlation analysis highlights how good relations between students are related with the use of active methodologies by the teacher.
KW - Peer relationships
KW - Quality of lesson
KW - Teachers
KW - Teachers
KW - Peer relationships
KW - Quality of lesson
UR - http://www.scopus.com/inward/record.url?scp=85065581936&partnerID=8YFLogxK
U2 - 10.3280/RIP2019-001003
DO - 10.3280/RIP2019-001003
M3 - Tidsskriftartikel
AN - SCOPUS:85065581936
VL - 42
SP - 43
EP - 60
JO - Ricerche di Psicologia
JF - Ricerche di Psicologia
SN - 0391-6081
IS - 1
ER -
ID: 227189467