Autorrevelación docente: una revisión de la literatura.
DOI:
https://doi.org/10.12795/revistafuentes.2021.v23.i1.11383Palabras clave:
Revisión de literatura, Autorrevelación docente, Comportamiento del docente, Relación profesor-alumno, Proceso de enseñanza-aprendizaje.Resumen
Para maximizar el aprendizaje de los estudiantes, los docentes exhiben intencionalmente determinados comportamientos para construir relaciones interpersonales con el alumnado. Una de las conductas que los docentes incorporan en su docencia para clarificar y mejorar la comprensión de los estudiantes sobre el contenido del curso es la autorrevelación. Sin embargo, cuando se emplea de forma inadecuada, ésta puede perjudicar las oportunidades de aprendizaje de los estudiantes. Así, el objetivo del presente estudio consistió en establecer el estado de la cuestión sobre la autorrevelación docente a través de una revisión sistemática de la literatura existente, determinando su impacto en el proceso de enseñanza-aprendizaje. Se llevó a cabo una búsqueda bibliográfica en diferentes bases de datos nacionales e internacionales, seleccionándose para la revisión un total de 39 artículos científicos, publicados entre 1982 y 2019, que cumplieron con los criterios de inclusión establecidos. En relación al impacto de la autorrevelación docente en el proceso de enseñanza-aprendizaje, se identificaron 6 categorías: aprendizaje cognitivo, aprendizaje afectivo, motivación académica, participación e interés, comunicación profesor-alumno fuera del aula y percepciones y evaluaciones sobre el docente, incluyéndose en cada una de ellas las principales aportaciones de los estudios incluidos en el análisis. A partir de los resultados obtenidos, se destaca la necesidad de que, para que favorezca el aprendizaje de los estudiantes, las autorrevelaciones de los docentes deben ser moderadas, relevantes y positivas.
Abstract
To maximize student learning, teachers intentionally exhibit certain behaviors to build interpersonal relationships with students. One of the behaviors that teachers incorporate in their teaching to clarify and improve students’ understanding of the course content is self-disclosure. However, when it is used inappropriately, it may damage student learning opportunities. Thus, the purpose of this research was to establish the state of the art on teacher self-disclosure through a systematic review of the existing literature, establishing itseffect on the teaching-learning process. A bibliographic search was carried out in different national and international databases, selecting 39 scientific articles for the revision, published between 1982 and 2019, that met the established inclusion criteria. Regarding the effect of teacher self-disclosure on the teaching-learning process, 6 categories weredetermined: cognitive learning, affective learning, academic motivation, participation and interest, teacher-student out-of-class communication and perceptions and evaluations of the teacher, including in each of them the main results of the articles included in the analysis. Based on the obtained results, it is highlighted the need that, in order to promote student learning, teacher self-disclosure must be moderate, relevant and positive.
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Publicado
2021-01-31
Cómo citar
Peña Froment, F. A., García González, A. J., & Bohórquez Gómez-Millán, M. R. (2021). Autorrevelación docente: una revisión de la literatura. Revista Fuentes, 23(1), 13–26. https://doi.org/10.12795/revistafuentes.2021.v23.i1.11383
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Recibido 2020-03-04
Aceptado 2020-07-27
Publicado 2021-01-31
Aceptado 2020-07-27
Publicado 2021-01-31
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