Mapeo sistemático de la literatura sobre la eficacia colectiva docente
DOI:
https://doi.org/10.47553/rifop.v34i2.77678Resumen
En los últimos años, la eficacia colectiva docente se ha presentado como un factor prometedor en la mejora del rendimiento de los alumnos (Donohoo, 2017; Eells, 2011; Hattie, 2016). No obstante, a diferencia de las creencias de autoeficacia, la eficacia colectiva de los profesores ha sido menos estudiada. De ahí que el presente mapeo sistemático busque profundizar en el desarrollo y estudio de la eficacia colectiva docente en el ámbito académico, con el objetivo de conocer y sintetizar la información de diversas investigaciones con respecto a la temática en cuestión. Mediante la metodología del mapeo sistemático, se encontraron un total de 60 estudios potenciales publicados entre los años 2000 y 2019 e indexados en las bases de datos de Scopus y Web of Science. Tras la aplicación de los criterios de inclusión y exclusión sólo 35 artículos fueron incluidos. Los resultados muestran la distribución geográfica de los estudios, los artículos más citados, las variables con las que la eficacia colectiva docente se relaciona, los instrumentos utilizados para evaluar dichas creencias y los niveles educativos en los que han sido estudiadas. Se observa un claro interés en el estudio del impacto de la eficacia colectiva docente sobre el aprendizaje y rendimiento de los alumnos. No obstante, se echa en falta estudios sobre esta temática en países de habla hispana, además de investigaciones centradas en cómo fomentar y desarrollar la eficacia colectiva de los profesores. Finalmente, se proponen algunas futuras líneas de investigación.
Citas
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, N.J.: Prentice-Hall.
Bandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning. Educational Psychologist. https://doi.org/10.1207/s15326985ep2802_3
Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.
Barber, M., & Mourshed, M. (2007). How the World’s Best-Performing School Systems Come Out On Top.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development, (June), 1-3. Recuperado de https://learningpolicyinstitute.org/product/teacher-prof-dev
Donohoo, J. (2017). Collective efficacy: how educators’ beliefs impact student learning. Thousand Oaks, CA: Corwin.
Eells, R. J. (2011). Meta-analysis of the relationship between collective teacher efficacy and student achievement. Loyola University.
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. https://doi.org/10.1037/0022-0663.76.4.569
Goddard, R. D. (2002). A Theoretical and Empirical Analysis of the Measurement of Collective Efficacy: The Development of Short Form. Educational and Psychological Measurement, 62(1), 97-110. https://doi.org/10.1177/0013164402062001007
Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement. American Educational Research Journal, 37(2), 479-507. https://doi.org/10.3102/00028312037002479
Goddard, R. D., Skrla, L., & Salloum, S. J. (2017). The Role of Collective Efficacy in Closing Student Achievement Gaps: A Mixed Methods Study of School Leadership for Excellence and Equity. Journal of Education for Students Placed at Risk, 22(4), 220-236. https://doi.org/10.1080/10824669.2017.1348900
Hargreaves, A., & Fullan, M. (2014). Capital profesional. (C. Mimiaga, Ed.). Madrid: Ediciones Morata.
Hattie, J. (2016). Third Annual Visible Learning Conference (subtitled Mindframes and Maximizers). Washington, DC.
Martínez Orbegozo, E. F. (2019). El centro y las prácticas de colaboración docente como medios para la mejora educativa.
McCoach, D. B., & Colbert, R. D. (2010). Factors underlying the collective teacher efficacy scale and their mediating role in the effect of socioeconomic status on academic achievement at the school level. Measurement and Evaluation in Counseling and Development, 43(1), 31-47. https://doi.org/10.1177/0748175610362368
Moolenaar, N. M., Sleegers, P. J. C., & Daly, A. J. (2012). Teaming up: Linking collaboration networks, collective efficacy, and student achievement. Teaching and Teacher Education, 28, 251-262. https://doi.org/10.1016/j.tate.2011.10.001
Navarro Corona, C., & Ramírez Montoya, M. S. (2018). Systematic mapping of literature on teacher evaluation (2013-2017). Educação e Pesquisa, 44, 1-22. https://doi.org/10.1590/S1678-4634201844185677
OECD. (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS. Paris. https://doi.org/https://doi.org/10.1787/9789264068780-en
OECD. (2014). A Teachers’ Guide to TALIS 2013: Teaching and Learning International Survey. TALIS, OECD Publishing. https://doi.org/10.1787/9789264216075-en
OECD. (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. Paris. https://doi.org/https://doi.org/10.1787/1d0bc92a-en
Petersen, K., Feldt, R., Mujtaba, S., & Mattsson, M. (2008). Systematic mapping studies in software engineering. 12th International Conference on Evaluation and Assessment in Software Engineering, EASE 2008, 1-10.
Petersen, K., Vakkalanka, S., & Kuzniarz, L. (2015). Guidelines for conducting systematic mapping studies in software engineering: An update. Information and Software Technology, 64, 1-18. https://doi.org/10.1016/j.infsof.2015.03.007
Schwarzer, R., & Jerusalem, M. (2002). Das Konzept der Selbstwirksamkeit. In Selbstwirksamkeit Und Motivationsprozesse in Bildunginstitutionen. Zeitschrift für Pädagogik, 44, 54-82.
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of Teacher Self-Efficacy and Relations With Strain Factors, Perceived Collective Teacher Efficacy, and Teacher Burnout. Journal of Educational Psychology, 99(3), 611-625. https://doi.org/10.1037/0022-0663.99.3.611
Stewart, V. (2018). How teachers around the world learn. Educational Leadership, 28-35.
Tschannen-Moran, M., & Barr, M. (2004). Fostering Student Learning: The Relationship of Collective Teacher Efficacy and Student Achievement. Leadership and Policy in Schools, 3(3), 189-209. https://doi.org/10.1080/15700760490503706
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
The "Revista Interuniversitaria de Formación del Profesorado (RIFOP)", with ISSN print 0213-8646 and ISSN electronic 2530-3791), adheres to the copyright notices proposed by Creative Commons
Authors’ rights
Papers published in the journal are subject to the following terms:
1. The Asociación Universitaria de Formación del Profesorado (AUFOP) is the editor of the RIFOP and holds the copyright of the papers published therein. The reuse of these is allowed under the license for use as indicated under point 2.
© Asociación Universitaria de Formación del Profesorado (AUFOP)
2. The papers are published in electronic version under the license CreativeCommons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Papers can be copied, used, disseminated, transmitted and publicly exhibited provided that: i) the authorship and original publication source are cited (journal, editors and URL of the paper); ii) they are nit used for commercial gain; iii) the existence and specifications of the license for use are mentioned.
3. Auto-archiving conditions. Authors are allowed and encouraged to disseminate electronic pre-print versions (versions prior to peer review) and/or post-print (versions reviwed and accepted for publication) of their papers prior to their publication, since this favors prompt circulation and dissemination and supposes a possible increase in cites and scope within the academic community.
Privacy declaration
The names and email addresses incorporated into this journal will be used solely for the declared purposes of the journal and will not be available for any other purposes or to third parties.
