Formación de expectativas docentes: rendimiento previo del estudiante y características del profesor como factores explicativos
DOI
10.22550/2174-0909.4042
Abstract
Although the effect of teacher expectations on students’ academic performance has been verified, few studies have focused on establishing which factors affect the formation of these expectations, especially ones that consider previous student performance and the professional experience of the teacher as explanatory factors. The aim of this study was to examine the effect of these factors on the formation of teacher expectations. The sample comprised 21 teachers from 11 schools, with low, medium, and high experience levels, as well as 363 firstyear primary-school students from Chile (ages 6-7), whose academic performance was measured at the start of the school year. Teacher expectations were measured part-way through the school year. A mixed ANOVA analysis made it possible to assess whether teacher expectation varies depending on previous performance and teacher experience. The results indicated that previous performance and teacher experience both have a significant effect on how expectations form. However, the effect of experience varies depending on the different dimensions of the expectations.
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Citación recomendada | Recommended citation
Barriga, C. A., Rodríguez, C., Ferreira, R. A., & Cárdenas-Mancilla, M. H. (2024). Formation of teacher expectations: Prior achievement and teacher characteristics as explanatory factors [Formación de expectativas docentes: rendimiento previo del estudiante y características del profesor como factores explicativos]. Revista Española de Pedagogía, 82 (288), 359-375. https://doi.org/10.22550/2174-0909.4042
Licencia Creative Commons | Creative Commons License
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Palabras clave | Keywords
teacher expectations, teacher experience, previous performance, teacher characteristics
Financiación | Funding
This study was supported by ANIDChile (National Science and Technology Development Fund Postdoctoral grant no. 3230645; National Science and Technology Development Fund Regular no. 1161213) and Núcleo Milenio para la Ciencia del Aprendizaje (MiNSoL - Chile).
