Conocimientos psicológicos, competencia conductual y estilo docente

Abstract

Among the different variables intervening in the teaching process the part of the teacher's personality and his interplay in the classroom is getting more and more important in the abovementioned process (Getzels and Jackson, 1963). On the other hand, given the fact that there is enough empiric evidence that the steady ideas and convictions of the teacher impinge directly on the explanatory analysis carried out by him (Scheneider and Grasha, 1983), the investigation of the knowledge and explanatory conceptions of the conduct of his pupils gets a special importance. In the present investigation the following points have been evaluated within a group of 19 teachers: 1. their knowledge and interpretations of the conduct, 2. the strategies they used in the solution of conduct problems in the classroom, 3. the idea they had about the importance of the disruptive conducts and, 4. the idea they had about the efficienty of the strategy they used. After an application of a training programm for the solution of the conduct problems in the classroom, the previous variables were evaluated again. The results are being presented and discussed, analyzing its implication on the teaching styles.