Classroom climate through peer learning: diagnosis of critical factors
Keywords:
classroom climate; teacher emotionality; social-emotional competencesAbstract
This paper presents the results of the diagnostic stage of an ongoing qualitative research study that aims to systematize a classroom climate approach through the use of peer-learning methodology with a group of teachers from a state school in Santiago. In this vein, semi-structured group interviews were carried out with the teachers, which were subsequently subjected to a content analysis in order to identify the critical factors in classroom climate management and the reflections of the teachers regarding their experiences. The main results show that the factors most highlighted by the teachers are related to the quality and characteristics of the bonds established among the members of the learning community (Téllez, 2016; Cassasus, 2003; Franco, 2003; Mendel, 1996).
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