Voces y Silencios. Revista Latinoamericana de Educación

Voces silec. rev. latinoam. educ. | eISSN 2215-8421

Estilos docentes: una intervención de aprendizaje basado en juegos

No. 1 (2024-02-28)
https://doi.org/10.18175/VyS15.1.2024.1

Resumen

Este artículo de investigación presenta los resultados de un estudio de caso instrumental de carácter evaluativo y mixto que tuvo como objetivo evaluar cómo el uso pedagógico del juego ¡Aye! puede contribuir al desarrollo de estilos docentes autoritativos. Se implementó y evaluó una intervención fundamentada en el aprendizaje basado en juegos con trece docentes (tres hombres, diez mujeres) en la ciudad de Bogotá (Colombia). Se recogió información a partir de un cuestionario de autorreporte de estilos docentes (antes y después de la intervención), observaciones (durante la intervención) y entrevistas en profundidad (seis meses después de la intervención). Los datos de los cuestionarios se analizaron a través de estadísticas descriptivas, y las observaciones y entrevistas, a través de análisis cualitativo de contenido. Los resultados mostraron que los docentes reportaron un aumento en sus actitudes y comportamientos asociados con estilos docentes autoritativos, y que el juego favoreció la capacidad de los docentes para liderar sus aulas promoviendo la participación y la autonomía de los estudiantes, así como el afecto positivo de los docentes hacia sus estudiantes. Los resultados se discuten a la luz de sus implicaciones para la innovación en procesos de formación docente relacionados con competencias de manejo de aula.

Palabras clave: autoridad del docente, juego educativo, aprendizaje basado en juegos, formación de docentes

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