La relación profesor-alumno en la metodología «Flipped Classroom»

Jorge Burgueño López

Authors

Jorge Burgueño López Universidad Pontificia Comillas

Keywords:

flipped classroom, innovative methodologies, student-teacher relationship, Primary Education, investigation on education, didactic, practical experiences

Abstract

This study addresses the need to take into account variables as important for the development of learning as the relationship between the teacher and their students. An empirical study is made, in which two methodologies are compared in two classrooms of Primary Education: the innovative Flipped Classroom as opposed to the one commonly called Traditional, pretending, in this way, to demonstrate that the relationship between the teacher and his students is not significantly different.

The relationship between the teacher and his students is analyzed after the application of a Didactic Unit in a bilingual field through the application and subsequent analysis of a questionnaire developed and validated in our context and with the help of qualitative annotations in which the behaviors and attitudes of the students are compared in both models.

References

Abarca, M., Marzo, L., y Sala, J. (2002). La educación emocional y la interacción profesor/a-alumno/a. Revista Electrónica Interuniversitaria de Formación del Profesorado, 5(3). DOI: https://doi.org/10.6018/reifop.17.1.198831

Aspy, D., y Roebuck, F. (1977). Kids don’t learn from teachers they don’t like. Amherst, MA: Human Resource Development Press.

Bergmann, J., y Sams, A. (2012). Reach Every Student in Every Class Every Day. Eugene, Oregon: ISTE.

Bergmann, J., y Sams, A. (2015). Flipped Learning for Elementary Instruction. Eugene, Oregon: ISTE.

Boak, R. T., y Conklin, R. C. (1975). The effect of teachers’ level of interpersonal skills on junior high school students’ achievement and anxiety. American Educational Research Journal, 12, 537–543. DOI: https://doi.org/10.2307/1162758

Cornelius-White, J. (2007). Learner-centred teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77 (1), 1–31. DOI: https://doi.org/10.3102%2F003465430298563

Cristensen, C. M. (1960). Relationships between pupil achievement, pupil affectneed, teacher warmth and teacher permissiveness. Journal of Educational Psychology, 51, 169–174. DOI: https://psycnet.apa.org/doi/10.1037/h0044666

Day, J. A., y Foley, J. D. (2006). Evaluating a web lectura intervention in a human–computer interaction course. IEEE Transactions on Education, 49 (4), 420–431.

Deiro, J. (1994). A Study of Student and Teacher Bonding. People and Education, 3(1), 40-67.

Flanders, N. A. (1967). Teacher influence in the classroom, En Amidon, E., y Hough, J. (eds.) (1997). Interaction analysis: Theory, research and application (pp. 103–116). Reading, MA: Addison-Wesley.

Fulton, K. (2012). Upside down and inside out: Flip Your Classroom to Improve Student Learning. Learning y Leading with Technology, 39(8), 12-17.

Garmezy, N. (1994). Reflections and commentary on risk, resilience and development. En Haggerty, R. J., Sherrod, L. R., Garmezy, N., y Rutter, R. (eds.). Stress, risk and resilience in children and adolescents: Processes, mechanisms, and interventions (pp. 1-19). New York, NY: Cambridge university Press.

Goodwin, B., y Miller, K. (2013). Research says evidence on flipped classrooms is still coming in. Educational Leadership, 70 (6), 78-80.

Gros, B., y Romañá, T. (1995). Ser profesor. Palabras sobre la docencia universitaria. Barcelona: Universitat de Barcelona.

Hamann, K., Maldonado, D., Sánchez, M. P., y Pascual, D. (2017). Does professor-student trust improve motivation and perceived performance? Revista de Educación en Contabilidad, Finanzas y Administración de Empresas, 8, 21-34.

Hamre, B. K., y Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76 (5), 949–967.

Harter, S. (1996). Teacher and classmate influences on scholastic motivation, selfesteem and level of voice in adolescents. En J. Juvonen y K. Wentzel (Eds.), Social motivation: Understanding children’s school adjustment. New York, NY: Cambridge University Press.

Herreid, C. F., y Schiller, N. A. (2013). Case Studies and the Flipped Classroom. Journal of College Science Teaching, 42 (5), 62-66.

Hershkovitz, A., y Forkosh-Baruch, A. (2017). Comunicar: Revista científica Iberoamericana de comunicación y educación, 53, 91-101. DOI: https://doi.org/10.3916/c53-2017-09

Kratchovil, D., Carkhuff, R., y Berenson, B. (1968). Cumulative effects of parent and teacher – Offered levels of facilitative conditions upon indices of student physical, emotional and intellectual functioning. Journal of Educational Research, 63, 161–164. DOI: https://doi.org/10.1080/00220671.1969.10883968

Lage, M. J., Platt, G. J., y Treglia, M. (2000). Inverting the classroom: A Gateway to creating an inclusive learning environment. The Journal of Economic Education, 31 (1), 30–43.

McCann, T., y Hutchison, K. (2015). Somebody Knows, Somebody Cares: Reengaging Students Through Relationship. Rotterdam: Sense Publishers.

Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25 (1), 7-11.

Morales, P. (1998). La relación profesor-alumno en el aula. Madrid: PPC.

Murray, H. G., Rushton, J. P., y Paunonen, S. V. (1990). Teacher personality traits and student instructional ratings in six types of university courses. Journal of Educational Psychology, 82 (2), 250-261.

Navarro, Y. (2009). ¿Influyen los rasgos de la personalidad y el método docente empleado en la percepción del rendimiento académico del alumnado universitario? Qurriculum: Revista de Teoría, Investigación y Práctica Educativa, 22, 189-226.

Neville, B. W. (1978). Interpersonal functioning and learning in the small group. Small Group Behaviour, 9 (3), 349–362.

Skinner, E. A., y Belmont M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85 (4), 571-581.

Suo, J., y Hou, X. (2017). A Study on the Motivational Strategies in College English Flipped Classroom. English Language Teaching, 10 (5), 62-67. DOI: https://doi.org/10.5539/elt.v10n5p62

Tourón, J., y Santiago, R. (2015). El modelo Flipped Learning y el desarrollo del talento en la escuela. Revista de Educación, 368, 196-231.

Uroza, J. A. F., y Orozco, S. (2017). El vínculo profesor-alumno en las clases de Física de Bachillerato. Latin-American Journal of Physics Education, 11 (2), 1-13.

Wagner, H., y Mitchell, K. (1969). Relationship between perceived instructors’ accurate empathy, warmth and genuineness and college achievement: Monograph. University of Arkansas.

Walter, P., y Owens, R. J. Q. (2010). How to Study in College. Boston: Cengage Learning.