Browsing by Author "Torres, IC"

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    COMMUNICATIVE CONDITIONS FOR LEARNING IN PRIMARY SCHOOL: A MULTIMODAL, DIALOGIC, AND FUNCTIONAL LOOK AT THE CLASSROOM
    (2016) Medina Morales Lorena Pia; Ortiz, Dominga; Ojeda, Pablo; Alvarado, Constanza; Llanos, Tomas; San Martin, Ernesto; Mansilla, Fernanda; Chova, LG; Martinez, AL; Torres, IC
    The present study was intended to observe and describe the multiple modes of communication employed in the classroom for fostering the learning of students from 7 fifth grades belonging to 3 subsidized private schools in Santiago de Chile, in the areas of Language and Mathematics, during one academic year. This was the specific objective of a wider research project that, by means of a mixed methodology, seeks to establish connections between the communicative conditions of the classroom and students' learning outcomes.
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    INNOVATION IN TEACHING PRACTICES OF STUDENT TEACHERS
    (IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT, 2015) Salinas, Alvaro; Rozas, Tamara; Cisternas, Pablo; Chova, LG; Martinez, AL; Torres, IC
    This article deals with the willingness that student teachers have towards innovation regarding certain aspects of their future work, and which elements of teacher training programs influence such willingness to innovate. The data shows that student teachers perceive themselves to be innovators, particularly regarding the implementation of new ways of relating to students and the use of pedagogical tools. The variables that are most strongly associated with the willingness to innovate are related to the opportunities that student teachers have to search out their own ways of teaching, research recent progress and understand the state of the art of teaching methodologies, being aware of new opportunities, the capacity to develop new ideas, and the capacity to use time efficiently. As a whole, all of these variables together explain only a small portion of the variation regarding willingness to innovate, which leads to additional questions regarding which other elements may contribute to innovation in teaching practices.