Incidence of the Pedagogical Accompaniment with Use of Rubrics in the Improvement of the Teaching Performance

Abstract

The study objective was to compare the impact on classroom practice of different models of pedagogical advice with the support of rubrics. Sixty teachers and twenty managers participated, intentionally selected, paired, and subsequently randomly distributed under four conditions: a) expert advice with normative rubric; b) expert advice with ideographic rubric; c) peer-to-peer advice with normative rubric; d) peer-to-peer advice with ideographic rubric. In each modality, six advisory sessions for teaching practice improvement were developed, immediately after classes. Classes 1 and 6 (pre and post-test) were videotaped to collect information on teaching performance and subsequently subjected to a “blind” evaluation by an expert judge. The results show teachers of the four conditions of advice significantly improved their classroom performance. Groups that used ideographic rubrics showed significant differences compared to groups that used the standardized rubric, independent if the companion was an expert (school manager with advisory experience) or an equal (teacher of the same center). We concluded that ideographical rubrics use, designed by the participants themselves, could favor the shared understanding of teaching performance and positively impact self-regulation of classroom practices.