Person: Bruna, Daniela
Loading...
Email Address
Birth Date
2 results
¿Qué estás buscando?
Search Results
Now showing 1 - 2 of 2
Publication The impact of a university teacher training program promoting self-regulated learning on teacher knowledge, self-efficacy, and practices(2023) Bruna, Daniela; Pérez, María Victoria; Bustos, Claudio; Villarroel VerónicaThe aim of this study was to assess the impact of a teaching training program on teachers’ knowledge, self-efficacy, and teaching practices. A 21-h program was developed to enhance self-regulated learning in higher education students, focusing on planning, teaching, and assessment practices. The research design employed a quasi-experimental approach, utilizing pre- and post-tests with an experimental group and a control group. The experimental group consisted of 32 teachers, while the control group comprised 28 teachers. The results obtained from a Linear Multi-level Model analysis revealed the following findings: (1) the training program did not have a significant impact on the participants’ knowledge; (2) there was a significant positive effect on overall teacher self-efficacy, with the Health Sciences and Psychology faculties demonstrating higher levels of selfefficacy compared to other faculties; and (3) the training program significantly improved teaching practices for the promotion of self-regulated learning, with no significant differences observed between faculties.Publication Levels of dialogicity and narrativity in teacher discourse and its relationship with student learning among high school students in a language class(2024) Villarroel-Henríquez, Verónica; Bruna, DanielaThis study sought to ascertain the relationship between the varying levels of dialogicity and narrativity found in the discourse of different teachers when teaching, as well as their students’ learning of the same curricular content. A multilevel, correlational quantitative design was used, with the data collection technique of classroom teacher observation, to determine the teachers’ levels of dialogicity and narrativity. Questionnaires were also administered to students to assess their learning and the quality of their recall of the content taught in the classes. The participants were 13 teachers with proven pedagogical excellence in language and communication who taught classes in 13 Chilean schools, as well as their 350 students in their last year of high school education. Using a linear hierarchical model, we concluded that there is a positive, significant relationship between the narrativity of the teacher discourse and student learning. We also found that males learned better with more narrative teachers, while females learned better with more dialogic teachers.