Browsing by Author "Gaete J."

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    Characterization of Latent Classes of Early Preadolescents from Their Reports of Victimization and Bullying – A Latent Class Analysis
    (WORLD BANK INST, 2024) Carcamo M.; Cumsille P.; Gaete J.
    © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024.Bullying is defined as persistent hostile actions intended to harm the recipient in a power imbalance relationship. While children and adolescents have been identified as either victims, bullies or bully-victims in past research, few studies have identified patterns of more specific forms of bullying and victimization that have not been examined. This study aimed to characterize classes of bullying behaviour and its associations in students aged 9 to 14 years from schools serving socially vulnerable students. The study used secondary self–report data from Chilean school students (n = 5151) aged 9–13 years. Using latent class analysis and ten observed items that report different forms of victimization and bullying, we identified five classes of bullying behaviour. Overall, 54% of the sample was included in a class associated with bullying behaviour, either as a victim, a bully, or a bully-victim. The most prevalent classes were non-involved (46%) and teasing victim (25%). Regarding predictors, emotional symptoms were associated with higher odds of belonging to the bully-victim, victim and victim teasing classes, in contrast to non-involved classes. In contrast, conduct problems were associated with higher odds of belonging to any class other than the non-involved class. Identifying heterogeneous classes of bullying and victimization and specific correlates may allow for tailoring intervention to prevent specific forms of bullying behaviour.
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    Pedagogies of Practice in Action for Teacher EducationPedagogías de la práctica en acción para la formación docente
    (2024) Muller M.; Gaete J.
    © 2024 Pontificia Universidad Catolica de Chile. All rights reserved.One of the main challenges in teacher education is the integration of the theoretical knowledge, practical skills, and adaptive capacities necessary to handle the complexities of teaching. Research in practice-based teacher education -focusing on 'pedagogies of practice' (representation, decomposition, and approximation)- offers a framework for achieving this integration. This approach identifies the practices that every novice teacher should master by the end of their initial training, along with the methodologies to develop them during their education. This special issue, Towards Practice-Based Teacher Education, presents seven empirical studies conducted in Latin America (6) and Europe (1), addressing this training from diverse perspectives and methodologies. The studies focus on phenomena such as modeling by teacher educators, the development of the skill of 'noticing', video observation, simulations, tele-immersion, and the university-school relationship. Based on the analysis of these studies, we discuss the need to incorporate feedback, recomposition, and evaluation into the pedagogies of practice.