Publication: Caminos para la acreditación del profesorado universitario : escucha empática, confianza y diversidad
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Date
2023
Authors
Tamayo Giraldo, Gonzalo ; González González, Miguel Alberto ; Osorio-Londoño, Andrés A.
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v98i37.1.98297
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info:eu-repo/semantics/article
Description
Abstract
Este estudio evalúa la influencia de la escucha empática de
los profesores y la diversidad en el aula de clase con el rol
mediador de la confianza. El propósito responde a la escasez
de estudios sobre estas relaciones en el contexto educativo
universitario, especialmente en lo que tiene que ver con la
acreditación profesoral y el uso de estas variables en las
aulas de clase latinoamericanas. Así, hipótesis sobre la
influencia directa de la escucha empática en la diversidad y
sobre la mediación de la confianza en esta relación fueron
evaluadas a través de un Modelo de Ecuaciones
Estructurales mediante la técnica de los Mínimos Cuadrados
Parciales, en una muestra de 107 profesores colombianos de
educación superior. Los resultados de este estudio indican
que la escucha empática influye de manera positiva y
significativa en la diversidad y, además, señalan que la
confianza es un mecanismo que media de manera parcial,
pero significativa, la relación entre ambas variables. Estos
resultados implican que la diversidad en el aula se fomenta
cuando los profesores mejoran su capacidad para escuchar
a los estudiantes de manera empática. Asimismo, advierten
que esta escucha conduce a la generación de confianza entre
profesores y estudiantes, lo que facilita la expresión de la
diversidad en el aula de clase. Si los profesores acreditan
competencias en estas tres variables se hace visible el
aprendizaje significativo en los estudiantes.
This study evaluates the influence of teachers' empathic listening and diversity in the classroom with the mediating role of trust. The purpose responds to the scarcity of studies on these relationships in the university educational context, especially in what has to do with teacher accreditation and the use of these variables in Latin American classrooms. Thus, hypotheses on the direct influence of empathic listening on diversity and on the mediation of trust in this relationship were evaluated through a Structural Equation Model, using the Partial Least Squares technique in a sample of 107 Colombian higher education professors. The results of this study indicate that empathic listening has a positive and significant influence on diversity and, in addition, indicate that trust is a mechanism that partially, but significantly, mediates the relationship between both variables. These results imply that diversity in the classroom is fostered when teachers improve their ability to listen to students empathetically. They also note that this listening leads to the generation of trust between teachers and students, which facilitates the expression of diversity in the classroom. If teachers accredit competencies in these three variables, meaningful learning becomes visible in students.
This study evaluates the influence of teachers' empathic listening and diversity in the classroom with the mediating role of trust. The purpose responds to the scarcity of studies on these relationships in the university educational context, especially in what has to do with teacher accreditation and the use of these variables in Latin American classrooms. Thus, hypotheses on the direct influence of empathic listening on diversity and on the mediation of trust in this relationship were evaluated through a Structural Equation Model, using the Partial Least Squares technique in a sample of 107 Colombian higher education professors. The results of this study indicate that empathic listening has a positive and significant influence on diversity and, in addition, indicate that trust is a mechanism that partially, but significantly, mediates the relationship between both variables. These results imply that diversity in the classroom is fostered when teachers improve their ability to listen to students empathetically. They also note that this listening leads to the generation of trust between teachers and students, which facilitates the expression of diversity in the classroom. If teachers accredit competencies in these three variables, meaningful learning becomes visible in students.
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Citation
Revista interuniversitaria de formación del profesorado, V. 37(1), N. 98, 2023
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