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OBJETIVO: determinar la preferencia de los estilos de enseñanza por parte de estudiantes del primer año de la Carrera de Medicina. MÉTODO: estudio descriptivo de corte transversal, realizado en la Carrera de Medicina de la Universidad Mayor de San Andrés, de cuya institución se tomó en cuenta a 109 estudiantes a quienes se aplicó el Cuestionario de Estilos de Enseñanza (CEE) de Martínez-Geijo. Una vez obtenidos los datos, los mismos fueron trasladados al programa estadístico SPSS v27.0, para posteriormente realizar un análisis de tipo descriptivo obteniendo las frecuencias y porcentajes de las variables en estudio. RESULTADOS: el estudio ha determinado que del total de estudiantes (n=109), 58 (53,2%) tienen una preferencia muy alta por el estilo de enseñanza funcional y 45 estudiantes (41,3%) tienen una preferencia igualmente muy alta por el estilo de enseñanza estructural. CONCLUSIÓN: en estudiantes del primer año de la Carrera de medicina predomina el estilo de enseñanza funcional seguido del estructural.

OBJETIVE: to determine the preference of the teaching styles by students of the first year of the Medical Career. METHOD: descriptive cross-sectional study, carried out in the Medicine Career of the Mayor de San Andrés University, from whose institution 109 students were taken into account to whom the Teaching Styles Questionnaire (CEE) of Martínez-Geijo was applied. Once the data was obtained, they were transferred to the statistical program SPSS v27.0, to later carry out a descriptive analysis, obtaining the frequencies and percentages of the variables under study. RESULTS: the study has determined that of the total number of students (n=109), 58 (53.2%) have a very high preference for the functional teaching style and 45 students (41.3%) have an equally high preference for the structural teaching style. CONCLUSION: in first-year medical students, the functional teaching style predominates, followed by the structural one.

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ABSTRACT Although Physical Education has historically been based on teaching strategies predominantly directives, it is possible speculate that less directive methodologies might contribute more effectively to learning. The aim of this study was to compare the possible implications of using different teaching styles for learning volleyball game. Thus end, 27 teenagers divided into three groups (Directive Group; Indirective group and control group) took part for an intervention program of eight meetings aimed at teaching procedural volleyball contents. Overall, the results suggest that indirective teaching styles contribute more effectively to participation decision, which causes a reflection on the need to revisit the teaching strategies used by teachers and the need for a more systemic approach to teaching games.

RESUMO Embora a Educação Física escolar tenha historicamente se baseado em estratégias de ensino predominantemente diretivas, é possível especular que metodologias menos diretivas possam contribuir de forma mais efetiva para o aprendizado. O objetivo do presente estudo foi comparar as possíveis implicações da utilização de diferentes estilos de ensino na aprendizagem do jogo da modalidade esportiva voleibol. Para tanto, 27 adolescentes divididos em três grupos (Grupo Diretivo; Grupo Indiretivo e Grupo Controle) foram submetidos a um programa de intervenção de oito encontros voltados ao ensino de conteúdos procedimentais do voleibol. De modo geral, os resultados encontrados sugerem que estilos de ensino indiretivos contribuem de forma mais efetiva para a participação no jogo e para a tomada de decisão, o que provoca uma reflexão sobre a necessidade de se revisitar as estratégias de ensino utilizadas pelos professores e pela necessidade de uma abordagem mais sistêmica para o ensino de jogos.

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Introducción: Este artículo caracterizó los estilos de aprendizaje de 141 estudiantes de las carreras de Terapia Ocupacional y Fonoaudiología de la Universidad de Antofagasta, para generar información no disponible que aporta al modelo pedagógico de la institución y al mejoramiento del proceso enseñanza-aprendizaje. Objetivo: Generar información no disponible que aportan los estilos de aprendizaje al modelo pedagógico de la institución y al mejoramiento del proceso enseñanza-aprendizaje. Métodos: Mediante el Cuestionario de estilos de aprendizaje de Honey-Alonso y para describir los resultados obtenidos, se consideró el baremo general de preferencia en estilos de aprendizaje de Alonso y colaboradores (1994) y las puntuaciones de los estudiantes según el nivel académico o el curso. Resultados: Los Estilos de Aprendizaje de los estudiantes de ambas carreras demostraron un comportamiento variado. A saber, en la carrera de Fonoaudiología los estudiantes de 2do, 3ro y 5to años tuvieron estilos de aprendizaje preferentemente reflexivos; solo en 1er año se observó una tendencia hacia el estilo teórico, con preferencias moderadas. En la carrera de Terapia Ocupacional, los estudiantes de 1er y 3er años demostraron estilos de aprendizaje preferentemente teóricos con una inflexión en 2do año hacia el estilo pragmático, todos con preferencias altas. Conclusiones: Los estilos de aprendizaje estudiados son distintos en ambas carreras y están influenciados por factores curriculares, el nivel académico, los estilos docentes, entre otros(AU)

Introduction: This article characterized the learning styles of 141 students of the Occupational Therapy and Phonoaudiology majors at University of Antofagasta, in order to generate information not available that contributes to the pedagogical model of the institution and to the improvement of the teaching-learning process. Objective: To generate information not available and which the learning styles provide to the pedagogical model of the institution and for the improvement of the teaching-learning process. Methods: Through the Honey-Alonso Learning Styles Questionnaire and, in order to describe the outcomes obtained, we considered the general scale of preference in learning styles by Alonso et al (1994) and student scores according to academic level or course. Results: The learning styles of the students of both majors showed a mixed behavior; namely, in the Phonoaudiology major, students from the second, third and fifth academic years had preferably reflective learning styles; only in the first academic year there was a tendency towards the theoretical style, with moderate preferences. In the Occupational Therapy major, students from the first and third academic years demonstrated preferably theoretical learning styles with a deviation, in the second academic year, towards the pragmatic style, all with high preferences. Conclusions: The learning styles studied are different in both majors and influenced by curricular factors, academic level, teaching styles, among others(AU)

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Se debe considerar al docente como aquel profesional reflexivo, que realiza una labor de mediación entre el conocimiento y el aprendizaje de sus estudiantes. ¿Qué estilo de enseñanza es más apropiado para mejorar el rendimiento de los estudiantes?, preguntas como éstas son las que se deben dar res-puestas a la hora de realizar una planificación de la clase. El objetivo fue comparar el estilo de enseñan-za, Mando directo y Resolución de problemas, mediante clases realizadas utilizando ambas metodolo-gías y su influencia en la fuerza del tren inferior. Fue realizado en un primero medio bajo un método cuasi-experimental y cuyos resultados arrojaron que existen diferencias estadísticamente significativas entre ambas metodologías (p-valor = 0,014). En la muestra independiente de post-test de salto largo a pies juntos en comparación a ambos estilos de enseñanza, se presentan diferencias estadísticamente significativas (p-valor = 0,046), a un nivel de confianza del 95% (p<0,05). Una característica relevante de esta investigación, es la utilización de los estilos de enseñanza por parte de los docentes.

The teacher should be considered as that reflective professional, who mediates between the knowledge and learning of his students. What teaching style is most appropriate to improve student performance? Questions such as these are the ones that must be answered when planning the class. The objective was to compare the style of teaching, direct command and problem solving, through classes made using both methodologies and their influence on the strength of the lower train. It was carried out in a first medium under a quasi-experimental method and the results showed that there are statistically significant differences between both methodologies (p-value = 0,014). In the independent sample of post-test of long jump to feet together in comparison to both teaching styles, if statistically significant differences are presented (p-value = 0,046), which gives us a statistically significant difference to a level of confidence 95% (p <0,05). One of the most relevant features of this research is the use of teaching styles by teachers.

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O ensino de instrumento musical é uma prática educativa que mantém vínculos com a tradição de transmissão de conhecimento entre mestre e aprendiz. Contudo, as mudanças ocorridas na sociedade nas últimas décadas trouxeram novas demandas ao ensino de música, implicando na necessidade de um contexto mais flexível de ensino. Neste cenário, o estilo motivacional do professor é um conceito teórico que possibilita uma discussão atualizada sobre o tema. O objetivo deste estudo foi levantar as propriedades psicométricas de uma escala adaptada para a aula individual de música. A escala foi inserida em um website de pesquisa survey e respondida por 358 professores de instrumento musical, após foram realizadas análises fatoriais confirmatória e exploratória. Os resultados indicam que, no contexto da aula individual de música, a escala possui dois fatores ortogonais, denominados Controle e Promoção de Autonomia. Apesar da análise fatorial apontar para uma interpretação conceitualmente diferente da proposta teórica, conclui-se que o conceito de estilo motivacional é válido para a pesquisa com o ensino de música. Este conceito, porém, deve ser amadurecido por meio de novos estudos que contemplem diferentes aspectos sobre um grupo diversificado e disperso, como são os professores de música. (AU)

Instrumental music teaching is an educational approach that refers to the master and apprentice tradition of knowledge transfer. However, the changes occurred in the societyover the last decades have brought new demands to the music instruction, involving thenecessity for a more flexible teaching context. In this scenery, the teacher’s motivational style is a theoretical concept that enables an updated discussion about the topic. The aim of this study was to report the psychometric properties from an adapted scale for individual music lessons. The scale was inserted into a research website and answered by 358 instrumental music teachers, after were performed exploratory and confirmatory factor analyzes. The results highlights that, in one-to-one music lesson context, the scale has two orthogonal factors, named Controlling and Autonomy Supportive. Although factor analysis points to a conceptually different interpretation of the theory, it is concluded that motivational style concept is valid to research music teaching. This concept, however, must be improved through new studies that contemplate different aspects about a diverse and dispersed group, such as music teachers. (AU)

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O ensino de instrumento musical é uma prática educativa que mantém vínculos com a tradição de transmissão de conhecimento entre mestre e aprendiz. Contudo, as mudanças ocorridas na sociedade nas últimas décadas trouxeram novas demandas ao ensino de música, implicando na necessidade de um contexto mais flexível de ensino. Neste cenário, o estilo motivacional do professor é um conceito teórico que possibilita uma discussão atualizada sobre o tema. O objetivo deste estudo foi levantar as propriedades psicométricas de uma escala adaptada para a aula individual de música. A escala foi inserida em um website de pesquisa survey e respondida por 358 professores de instrumento musical, após foram realizadas análises fatoriais confirmatória e exploratória. Os resultados indicam que, no contexto da aula individual de música, a escala possui dois fatores ortogonais, denominados Controle e Promoção de Autonomia. Apesar da análise fatorial apontar para uma interpretação conceitualmente diferente da proposta teórica, conclui-se que o conceito de estilo motivacional é válido para a pesquisa com o ensino de música. Este conceito, porém, deve ser amadurecido por meio de novos estudos que contemplem diferentes aspectos sobre um grupo diversificado e disperso, como são os professores de música

Instrumental music teaching is an educational approach that refers to the master and apprentice tradition of knowledge transfer. However, the changes occurred in the societyover the last decades have brought new demands to the music instruction, involving thenecessity for a more flexible teaching context. In this scenery, the teacher's motivational style is a theoretical concept that enables an updated discussion about the topic. The aim of this study was to report the psychometric properties from an adapted scale for individual music lessons. The scale was inserted into a research website and answered by 358 instrumental music teachers, after were performed exploratory and confirmatory factor analyzes. The results highlights that, in one-to-one music lesson context, the scale has two orthogonal factors, named Controlling and Autonomy Supportive. Although factor analysis points to a conceptually different interpretation of the theory, it is concluded that motivational style concept is valid to research music teaching. This concept, however, must be improved through new studies that contemplate different aspects about a diverse and dispersed group, such as music teachers

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RESUMO: A presente pesquisa tem por objetivo qualificar o discurso educativo letrado de professoras alfabetizadoras de diferentes perfis pedagógicos durante as atividades de leitura e comentário de um livro de literatura infantil. No estudo, participaram quatro professoras: duas com perfil educativo interativo/construtivo e duas com perfil diretivo/transmissivo. A análise do discurso educativo colocou em evidência que as professoras de perfil interativo/construtivo fizeram significativamente mais referências às atividades de ensino e aprendizagem desenvolvidas em torno do texto, aos processos cognitivos e linguísticos dos alunos em torno da compreensão e da produção de linguagem a partir do texto e à forma e aos conteúdos do próprio texto. Além disso, formularam maior número de perguntas aos alunos, utilizaram com maior frequência diversos verbos de cognição e linguagem e dedicaram mais tempo à realização das atividades.

ABSTRACT: This research compares the literate discourse used by four early grade teachers with distinct instructional styles during an in-class reading activity with a children's literature book. Four teachers took part in the study, two of them with an interactive/constructive teaching style and the other two with a directive/transmissive style. The results show that the two teachers who follow an interactive/constructive approach more frequently referenced teaching and learning activities around the text, as well as the students' cognitive and linguistic processes, and the form and content of the text itself. Besides that, these two teachers formulated a greater quantity of questions for students, they have used a variety of cognitive and linguistic verbs, and have devoted more time to developing the proposed activities.

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O modelo Teaching Games for Understanding (TGfU) reveste-se de importância na atualidade, afigurando-se como um modelo de ensino com potencialidades evidentes para o desenvolvimento integral dos alunos. No entanto, o investimento recente da investigação tem se centrado no desenvolvimento das formas de jogo e na teorização da sua aplicação sendo que fatores complementares do modelo, tais como, os estilos de ensino adotados e o tipo de questionamento apresentam menor desenvolvimento teórico. Nesse sentido, o presente trabalho propõe-se a analisar a relevância dos estilos de ensino e do questionamento como ferramentas pedagógicas que conferem real valor pedagógico ao modelo de ensino.

The Teaching Games for Understanding (TGfU) is an important model for the physical education teaching in actuality, presenting obvious potentialities for the students' development. However, the recent investment of research has focused on the games development or theory development and, because of this, additional factors of the model, such as the teaching styles or the type of question made by the teachers have received less theoretical development until now. Therefore, this paper proposes to examine the relevance of the teaching styles and questioning as pedagogical tools that provide real educational value to the TGfU.

Los Teaching Games for Understanding (TGfU) son de importancia en la actualidad y se presentan como un modelo de enseñanza con un potencial evidente para el pleno desarrollo de los estudiantes. Sin embargo, la reciente investigación se ha centrado en el desarrollo de las formas de juego y su aplicación y que los factores adicionales en el modelo, tales como los estilos de enseñanza adoptados y el tipo de pregunta son menos desarrollados teóricamente. En consecuencia, este documento se propone examinar la pertinencia de la enseñanza de estilos y el cuestionamiento como herramientas pedagógicas que proporcionan un valor real a los modelos de enseñanza.

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Los acelerados cambios producidos en los contextos educativos de la enseñanza superior han generado mayor complejidad en el trabajo del profesorado universitario. Estos nuevos contextos nos enfrentan a un nuevo desafío: la formación especializada en la educación superior. Ahora bien, para brindar una capacitación pertinente se requiere detectar los aspectos neurálgicos que exigen una singular formación, conforme a las características particulares de cada disciplina, de los profesores que la dictan e incluso la cultura institucional a la cual pertenecen. El objetivo de este trabajo fue evaluar la validezy fiabilidad del Cuestionario sobre la Orientación Docente del Profesor Universitario (CODPU) de Feixas (2006) a la hora de considerar el estilo adoptado por el profesor universitario. Dicho instrumento está compuesto por 36 ítemes referidos a aspectos de la docencia universitaria y pretende conocer los estilos de enseñanza, esto es: la orientación o el enfoque docente (preocupaciones, concepciones sobre la docencia, dinámica metodológica y evaluación) del profesor universitario. El cuestionario fue administrado a una muestra de 238 docentes de universidades de gestión privada. Para evaluar la fiabilidad, se aplicó el alpha de Cronbach y se realizó un análisis factorial para estudiar la validez de constructo. Los resultados indican la existencia de una estructura bidimensional: el factor 1 está compuesto por ítemes que evalúan la orientación docente centrada en el estudiante y el factor 2, por ítemes que evalúan la orientación centrada en el docente. Respecto a la fiabilidad se obtuvo un índice de fiabilidad de .81 proporcionando un fuerte apoyo a la consistencia interna del instrumento.(AU)

The rapid changes produced in the educational contexts of higher education have generated a greater complexity of the teaching work of the university faculty. Under these new contexts, education must face a new challenge: specialized training in higher education. As a consequence, in order to provide a relevant training, the detection of the key aspects required in this unique training, according to the particular characteristics of each discipline, the responsible teachers and even the organizational culture to which they belong, is necessary. The term teaching styles refers to the specific, characteristic and unique ways of educating, configured by the teachers personality, their own ways of doing and the means that enable to reach certain achievements. To investigate the teaching styles of teachers in the university require having adequate tools to study the various aspects related to higher education such as personal characteristics, concerns and ideas about teaching, methodological dynamics and teacher assessment in an specific subject. The objective of this paper was to assess validity and reliability of the Questionnaire on the Teaching Orientation of the University Professor (CODPU) of Feixas (2006) when the style adopted by the teacher is considered. This instrument is composed by 36 items on different aspects of university teaching and it seeks to understand the teaching styles, i.e.: guidance or focus (concerns, ideas about teaching, methodological dynamics and evaluation) of the university professor. The questionnaire was applied to a sample of 238 teachers of private universities. In order to assess the reliability, the Cronbach alpha was applied. In order to study the construct validity, a factorial analysis was conducted. The results show that there is a two-dimensional structure, with a Factor 1 including items that evaluate teacher orientation focused on the student, and a Factor 2 including items that evaluate the orientation focused on the teacher. In this regard, the theory holds that each factor refers to the teaching concepts and strategies and teacher characteristics and concerns, according if it is student-oriented learning, or the teacher and his teaching (Feixas, 2002, Trigwell & Prosser, 2004). Regarding the reliability, an index of .81 was obtained, strongly supporting the internal consistency of the instrument. In considering the reliability of each factor the following results were obtained: for Factor 1 a Cronbach alpha of .81 and for Factor 2, an alpha of .76. The self-report shows, as a whole, an acceptable level of reliability. Similarly the coefficients obtained for both factorsmeet the conditions of reliability. These data allow us to develop an opinion of value of the instrument in the light of a specific purpose, as in this case to identify the characteristic teaching styles in college. Although additional psychometric studies are required, the results indicate that CODPU is an instrument initially valid and reliable for the use in our context. The knowledge of these psychometric properties is essential for the use of the instrument and the data obtained with it are significant. To assess the attitudes and predict the ability for change and to establish appropriate techniques for valid and reliable measurements are needed primarily. Also, among the most valued aspects of educational practices that promote effective learning, some studies point: concern for students, quality of educational relationships (Giles, Ryan Belliveau, De Freitas, & Casey, 2006) and attention to the particular needs of students (Mendes, 2003). From the identification of learning styles, we can generate changes in those approaches that promote effective teaching.(AU)

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Los acelerados cambios producidos en los contextos educativos de la enseñanza superior han generado mayor complejidad en el trabajo del profesorado universitario. Estos nuevos contextos nos enfrentan a un nuevo desafío: la formación especializada en la educación superior. Ahora bien, para brindar una capacitación pertinente se requiere detectar los aspectos neurálgicos que exigen una singular formación, conforme a las características particulares de cada disciplina, de los profesores que la dictan e incluso la cultura institucional a la cual pertenecen. El objetivo de este trabajo fue evaluar la validezy fiabilidad del Cuestionario sobre la Orientación Docente del Profesor Universitario (CODPU) de Feixas (2006) a la hora de considerar el estilo adoptado por el profesor universitario. Dicho instrumento está compuesto por 36 ítemes referidos a aspectos de la docencia universitaria y pretende conocer los estilos de enseñanza, esto es: la orientación o el enfoque docente (preocupaciones, concepciones sobre la docencia, dinámica metodológica y evaluación) del profesor universitario. El cuestionario fue administrado a una muestra de 238 docentes de universidades de gestión privada. Para evaluar la fiabilidad, se aplicó el alpha de Cronbach y se realizó un análisis factorial para estudiar la validez de constructo. Los resultados indican la existencia de una estructura bidimensional: el factor 1 está compuesto por ítemes que evalúan la orientación docente centrada en el estudiante y el factor 2, por ítemes que evalúan la orientación centrada en el docente. Respecto a la fiabilidad se obtuvo un índice de fiabilidad de .81 proporcionando un fuerte apoyo a la consistencia interna del instrumento.

The rapid changes produced in the educational contexts of higher education have generated a greater complexity of the teaching work of the university faculty. Under these new contexts, education must face a new challenge: specialized training in higher education. As a consequence, in order to provide a relevant training, the detection of the key aspects required in this unique training, according to the particular characteristics of each discipline, the responsible teachers and even the organizational culture to which they belong, is necessary. The term teaching styles refers to the specific, characteristic and unique ways of educating, configured by the teacher's personality, their own ways of doing and the means that enable to reach certain achievements. To investigate the teaching styles of teachers in the university require having adequate tools to study the various aspects related to higher education such as personal characteristics, concerns and ideas about teaching, methodological dynamics and teacher assessment in an specific subject. The objective of this paper was to assess validity and reliability of the Questionnaire on the Teaching Orientation of the University Professor (CODPU) of Feixas (2006) when the style adopted by the teacher is considered. This instrument is composed by 36 items on different aspects of university teaching and it seeks to understand the teaching styles, i.e.: guidance or focus (concerns, ideas about teaching, methodological dynamics and evaluation) of the university professor. The questionnaire was applied to a sample of 238 teachers of private universities. In order to assess the reliability, the Cronbach alpha was applied. In order to study the construct validity, a factorial analysis was conducted. The results show that there is a two-dimensional structure, with a Factor 1 including items that evaluate teacher orientation focused on the student, and a Factor 2 including items that evaluate the orientation focused on the teacher. In this regard, the theory holds that each factor refers to the teaching concepts and strategies and teacher characteristics and concerns, according if it is student-oriented learning, or the teacher and his teaching (Feixas, 2002, Trigwell & Prosser, 2004). Regarding the reliability, an index of .81 was obtained, strongly supporting the internal consistency of the instrument. In considering the reliability of each factor the following results were obtained: for Factor 1 a Cronbach alpha of .81 and for Factor 2, an alpha of .76. The self-report shows, as a whole, an acceptable level of reliability. Similarly the coefficients obtained for both factorsmeet the conditions of reliability. These data allow us to develop an opinion of value of the instrument in the light of a specific purpose, as in this case to identify the characteristic teaching styles in college. Although additional psychometric studies are required, the results indicate that CODPU is an instrument initially valid and reliable for the use in our context. The knowledge of these psychometric properties is essential for the use of the instrument and the data obtained with it are significant. To assess the attitudes and predict the ability for change and to establish appropriate techniques for valid and reliable measurements are needed primarily. Also, among the most valued aspects of educational practices that promote effective learning, some studies point: concern for students, quality of educational relationships (Giles, Ryan Belliveau, De Freitas, & Casey, 2006) and attention to the particular needs of students (Mendes, 2003). From the identification of learning styles, we can generate changes in those approaches that promote effective teaching.

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O estudo objetivou a identificação dos estilos de ensino de professores de wushu no Brasil. Foi construído um questionário baseado na teoria dos estilos de ensino de Mosston (1966). O instrumento foi respondido por 91 informantes presentes no XVII Campeonato Brasileiro de Kungfu/Wushu na cidade de Belo Horizonte em 2006. Os informantes eram originários de 16 diferentes estados brasileiros. Também se pretendeu identificar os estilos de ensino dos professores que, originariamente, ensinaram o wushu aos informantes do estudo. Os resultados apontaram uma prevalência do estilo ‘Tarefa’ demonstrando uma concepção mais fechada por parte dos informantes. Essa tendência também se verificou entre os professores dos informantes do estudo, porém de forma mais acentuada.

The study aimed to identify the teachers teaching styles of wushu in Brazil. A questionnaire was constructed based on the theory of teaching styles of Mosston(1966). Ninety-one informants present in the XVII Brazilian Champion ship of Kung Fu / Wushu in Belo Horizonte answered the instrument in 2006. Informants were from 16 different Brazilian states. It is also intended to identify the teaching styles of teachers who originally taught wushu to informants of the study. The results showed a prevalence of 'Task' style showing a more closed conception by the informants. This trend was also found in the teachers of the informants of the study, but more steeply.

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