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Optimizing Education: A Mixed Methods Approach Oriented to Teaching Personal and Social Responsibility (TPSR). | LitMetric

AI Article Synopsis

  • This article explores the effectiveness of the Teaching Personal and Social Responsibility (TPSR) Model in promoting student autonomy through a Mixed Method research approach.
  • It analyzes the shifts in teachers' behaviors after participating in professional development focused on TPSR strategies by comparing three trained teachers with an expert in the model.
  • The study utilized various observational tools and data analyses to assess and confirm improvements in teaching behaviors among the trained teachers, demonstrating the potential benefits of TPSR in educational settings.

Article Abstract

This methodological article provides a Mixed Method approach to analyze how the Teaching Personal and Social Responsibility (TPSR) Model is feasible to enhance student's autonomy. The objective is to detect how teachers' behavior-oriented patterns shift in response to continuing professional development to reinforce TPSR strategies. We compared the application of TPSR by three teachers who had previously attended a training course for this model, with that of an expert in the model. A total of 44 sessions of primary and secondary school semesters in various subjects, taught by all four teachers and comprising 120 students. A mixed-method approach followed in the study involved: (a) the Observational System of Teaching Oriented Responsibility (OSTOR), which revealed how the teachers' behavior patterns shifted over their interventions, and (b) the Tool for Assessing Responsibility-Based Education (TARE 2.0.), which focused on perceived behaviors by teachers and student behaviors. Data analysis was conducted for (a) the T-pattern detection technique, (b) polar coordinate analysis to obtain detailed sequences of instruction, and (c) descriptive and correlational analysis from the TARE. The mixed-method analysis of data confirms how the TPSR improved the teaching behaviors of the three teachers in training compared with the expert teacher.

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Source
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6611337PMC
http://dx.doi.org/10.3389/fpsyg.2019.01439DOI Listing

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