Detalle Publicación

ARTÍCULO
How regulatory teaching impacts university students perceptions on the teaching-learning process: the role of teacher training
Autores: de la Fuente Arias, Jesús; GARCÍA BERBÉN, ANA BELÉN; ZAPATA SEVILLANO, LUCÍA
Título de la revista: INFANCIA Y APRENDIZAJE
ISSN: 1578-4126
Volumen: 36
Número: 3
Páginas: 375-385
Fecha de publicación: 2013
Resumen:
The 3P and DEDEPRO Models predict interactive relationships among presage, process, and product variables in teaching and learning. This study examines the effects of a teacher training programme in regulatory teaching-learning strategies on students¿ perception of the two processes. The sample included 737 undergraduate students and 12 teachers from two universities in southern Spain. Using a quasi-experimental design, data was collected using three validated instruments: The Scales for Assessment of the Teaching-Learning Process, student version (ATLP-S), the Scales for Interactive Assessment of the Teaching-Learning Process (IATLP) and the Experiences of Teaching and Learning questionnaire (ETLQ). MANOVAs and structural equation analysis were applied. As predicted, results offer evidence for a consistent effect of the training, in interaction with the level of regulation in teaching, on university students¿ perception of regulatoryteaching, of self-regulated learning and on their level of satisfaction. Implications for the trainingof university teachers are discussed.