Person: Sánchez-Oñate, Alejandro Antonio
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Sánchez-Oñate
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Alejandro Antonio
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Publication Relationships Between Pedagogical Practices and Affective States for Effective Teaching During the COVID-19 Pandemic: Insights From University Professors(2024) Bruna, Carola; Villarroel, Verónica; Sánchez-Oñate, Alejandro Antonio; Cortés, Joaquín; Castro-Carrasco, Pablo; Conejeros-Solar, María LeonorObjectives: This study aimed to analyze how pedagogical practices and affective states during emergency remote teaching influence professors’ perspectives on their capabilities and the professor-student relationship. Method: We used a nonexperimental quantitative design, collecting data through an online survey during the first year of the pandemic. Participants were recruited using a non-probability sampling method. A total of 636 university professors from Chilean universities participated. We performed descriptive and correlation analyses between variables. Also, to gain a deeper understanding of the factors influencing perceptions of the Results: A higher perception of pedagogical competence was related to male professors reporting a high evaluation of teaching quality and a high diversification of assessment strategies. A better professor–student relationship was related to female professors reporting a high level of tutoring activities and activities in which students work collaboratively. Additionally, unpleasant affective states were experienced at a higher rate by younger and female professors. Conclusions: Variables that make up the perception of professor competence and the professor–student relationship were identified, relating to gender and pedagogical practices, such as diversification of assessment strategies, tutoring, and collaborative activities. Implications: The results can guide future institutional actions to improve conditions and establish guidelines for quality virtual education in the post-pandemic scenario.Publication Adaptación y Validación de un Índice para la Promoción del Aprendizaje Autorregulado en Educación Superior(2024) Bruna, Daniela; Pérez, María Victoria; Bustos, Claudio; Sánchez-Oñate, Alejandro AntonioEl presente artículo reporta un estudio psicométrico que buscó construir, adaptar y validar instrumentos para la medición de los conocimientos de autorregulación del aprendizaje, autoeficacia docente y prácticas de fomento de autorregulación del aprendizaje por parte de docentes universitarios. Esto se llevó a cabo mediante un diseño instrumental. Participaron 208 docentes de universidades privadas de la región del Biobío, Chile. Se aplicó un conjunto de tres instrumentos: el Cuestionario de Conocimiento sobre la Autorregulación del Aprendizaje, la Escala de Autoeficacia Docente y el Cuestionario de Prácticas para el Fomento de la Autorregulación del Aprendizaje. Los resultados muestran que el modelo de medición presenta un buen ajuste respecto del modelo teórico, con propiedades psicométricas de confiabilidad y validez de constructo adecuadas. Así, se constituye como el primer estudio en proporcionar evidencia conjunta de estas tres escalas para su uso en el contexto de instituciones de educación superior en Chile.