Collaborative pedagogical advice in secondary school: Action-research experience based on intervention in the motivational and emotional climate of the class

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Following the principles of the collaborative counseling model (Sánchez, 2000) an intervention program developed at a secondary school in Neuquén is presented. The objective was to implement a way of working that facilitated the reflection and continuous improvement of teachers and classroom climate...

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Autores principales: Huertas, Juan Antonio, Bardelli, Noemí Elena, Martín García, Lourdes
Formato: Artículo publishedVersion
Lenguaje:Español
Publicado: Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2020
Acceso en línea:https://revistascientificas.filo.uba.ar/index.php/iice/article/view/8592
https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=8592_oai
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Repositorio Digital de la Universidad de Buenos Aires (UBA) de Universidad de Buenos Aires
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spelling I28-R145-8592_oai2025-11-17 Huertas, Juan Antonio Bardelli, Noemí Elena Martín García, Lourdes 2020-08-01 Following the principles of the collaborative counseling model (Sánchez, 2000) an intervention program developed at a secondary school in Neuquén is presented. The objective was to implement a way of working that facilitated the reflection and continuous improvement of teachers and classroom climate. For this, an intervention program focused on the motivational and emotional climate was designed, which also wanted to assess its impact on teachers and students. From spaces of reflection the teachers defined problems that they found in their practices and proposed improvement goals. In the meetings, the counselor focused on the different aspects that literature highlights in the generation of motivational and emotional climates (Alonso Tapia & Fernández, 2009; Evans et al., 2009). Thus, teachers were able to confront their beliefs, their perception of didactic performance with the students’ evaluations, which were collected via self-reports and class filming. The final result of the program showed improvements in the emotional sensitivity of the teachers, in their self-efficacy and interest in working collaboratively. Likewise, the students perceived improvements in the class motivational climate and positive changes were observed in academic performance. Currently the international validation of this program in Spain and Argentina aims to analyze how motivational and emotional processes can interact with each other, generating improvements in teaching and learning. Siguiendo los principios del modelo asesoramiento colaborativo (Sánchez, 2000) se presenta un programa de intervención desarrollado en una escuela secundaria de Neuquén. El objetivo era implementar un modo de trabajo que facilitase la reflexión y la mejora continua de los docentes y del clima de clase. Para ello se diseñó un programa de intervención centrado en el clima motivacional y emocional, que también se quiso evaluar su impacto en docentes y estudiantes. A partir de espacios de reflexión, los profesores definieron problemas que encontraban en sus prácticas y propusieron metas de mejora. En los encuentros, el asesor se focalizaba en los diferentes aspectos que la literatura destaca en la generación de climas motivacionales y emocionales (Alonso Tapia & Fernández, 2008; Evans, Harvey, Buckley & Yan, 2009). Así los docentes lograron confrontar sus creencias, su percepción de actuación didáctica con las valoraciones de los estudiantes, que se recogían vía autoinformes y filmaciones de clases. El resultado final del programa evidenció mejoras en la sensibilidad emocional de los docentes, en su autoeficacia e interés en trabajar colaborativamente. Asimismo, los estudiantes de secundaria percibieron mejoras en el clima motivacional de clase y se apreciaron cambios positivos en el rendimiento académico. Actualmente estamos en proceso de validación internacional de este programa en España y Argentina analizando cómo los procesos motivacionales y emocionales pueden actuar recíprocamente generando mejoras en la enseñanza y el aprendizaje. application/pdf https://revistascientificas.filo.uba.ar/index.php/iice/article/view/8592 10.34096/iice.n46.8592 spa Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA https://revistascientificas.filo.uba.ar/index.php/iice/article/view/8592/7463 Revista del IICE; Núm. 46 (2019); 113-132 2451-5434 0327-7763 Collaborative pedagogical advice in secondary school: Action-research experience based on intervention in the motivational and emotional climate of the class Asesoramiento pedagógico colaborativo en la escuela secundaria: experiencia de investigación–acción a partir de la intervención en el clima motivacional y emocional de clase info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=8592_oai
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-145
collection Repositorio Digital de la Universidad de Buenos Aires (UBA)
language Español
orig_language_str_mv spa
description Following the principles of the collaborative counseling model (Sánchez, 2000) an intervention program developed at a secondary school in Neuquén is presented. The objective was to implement a way of working that facilitated the reflection and continuous improvement of teachers and classroom climate. For this, an intervention program focused on the motivational and emotional climate was designed, which also wanted to assess its impact on teachers and students. From spaces of reflection the teachers defined problems that they found in their practices and proposed improvement goals. In the meetings, the counselor focused on the different aspects that literature highlights in the generation of motivational and emotional climates (Alonso Tapia & Fernández, 2009; Evans et al., 2009). Thus, teachers were able to confront their beliefs, their perception of didactic performance with the students’ evaluations, which were collected via self-reports and class filming. The final result of the program showed improvements in the emotional sensitivity of the teachers, in their self-efficacy and interest in working collaboratively. Likewise, the students perceived improvements in the class motivational climate and positive changes were observed in academic performance. Currently the international validation of this program in Spain and Argentina aims to analyze how motivational and emotional processes can interact with each other, generating improvements in teaching and learning.
format Artículo
publishedVersion
author Huertas, Juan Antonio
Bardelli, Noemí Elena
Martín García, Lourdes
spellingShingle Huertas, Juan Antonio
Bardelli, Noemí Elena
Martín García, Lourdes
Collaborative pedagogical advice in secondary school: Action-research experience based on intervention in the motivational and emotional climate of the class
author_facet Huertas, Juan Antonio
Bardelli, Noemí Elena
Martín García, Lourdes
author_sort Huertas, Juan Antonio
title Collaborative pedagogical advice in secondary school: Action-research experience based on intervention in the motivational and emotional climate of the class
title_short Collaborative pedagogical advice in secondary school: Action-research experience based on intervention in the motivational and emotional climate of the class
title_full Collaborative pedagogical advice in secondary school: Action-research experience based on intervention in the motivational and emotional climate of the class
title_fullStr Collaborative pedagogical advice in secondary school: Action-research experience based on intervention in the motivational and emotional climate of the class
title_full_unstemmed Collaborative pedagogical advice in secondary school: Action-research experience based on intervention in the motivational and emotional climate of the class
title_sort collaborative pedagogical advice in secondary school: action-research experience based on intervention in the motivational and emotional climate of the class
publisher Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
publishDate 2020
url https://revistascientificas.filo.uba.ar/index.php/iice/article/view/8592
https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=8592_oai
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