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Realidad virtual para evaluar la competencia en gestión del aula: estudio sobre afrontamiento de conflictos

  • Alvarez, Ibis M. [1] Árbol académico ; Morodo, Andy [1] ; Romero-Hernández, Alejandro [2] ; Manero, Borja [2] Árbol académico
    1. [1] Universitat Autònoma de Barcelona

      Universitat Autònoma de Barcelona

      Barcelona, España

    2. [2] Universidad Complutense de Madrid

      Universidad Complutense de Madrid

      Madrid, España

  • Localización: RIED: revista iberoamericana de educación a distancia, ISSN 1138-2783, Vol. 28, Nº 1, 2025 (Ejemplar dedicado a: Educación en nuevos contextos digitales), págs. 347-370
  • Idioma: español
  • DOI: 10.5944/ried.28.1.41472
  • Títulos paralelos:
    • Virtual reality to assess classroom management competence: a study on conflict management
  • Enlaces
  • Resumen
    • español

      Este estudio subraya la importancia de utilizar escenarios realistas para evaluar la Competencia en Gestión de Aula (CGA), tradicionalmente medida mediante cuestionarios. Se evaluó la CGA de futuros docentes de secundaria con Didascalia Virtual Classroom, una plataforma de simulaciones en realidad virtual para fomentar esta competencia. El objetivo fue identificar y categorizar las estrategias de afrontamiento del profesorado en formación para gestionar incidentes en un entorno de Realidad Virtual Inmersiva. El estudio, realizado en el máster de formación del profesorado, incluyó a 39 estudiantes de ocho disciplinas de dos universidades españolas. Se diseñaron tres escenarios simulados que representaban comportamientos disruptivos: perturbaciones en la relación profesor-alumno, entre compañeros y durante el trabajo en grupo. Se utilizó un enfoque metodológico mixto con una aproximación exploratoria-descriptiva. Los datos se recogieron mediante vídeos de las actuaciones de los participantes y se realizó un análisis de contenido temático basado en los estilos de gestión de conflictos de Thomas y Kilmann (2008): cooperación, compromiso, complacencia, evitación y dominación. Los resultados mostraron que los participantes tendían a usar estrategias asertivas y reactivas, como dominación y compromiso. Se identificaron dos subgrupos con perfiles distintos: uno asertivo, pero no cooperativo y otro con baja asertividad y moderada cooperación. Se observaron diferencias en la implementación de estrategias según los escenarios. Esto sugiere que los futuros docentes deben desarrollar flexibilidad en la gestión del aula, adoptando un enfoque proactivo y adaptando estrategias a diferentes contextos y comportamientos disruptivos.

    • English

      This study underscores the importance of using realistic scenarios to assess Classroom Management Competence (CMC), which has traditionally been measured through questionnaires. The CMC of preservice secondary school teachers was assessed using Didascalia Virtual Classroom, a virtual reality simulation platform designed to foster this competence. The study aimed to identify and categorize the coping strategies employed by preservice teachers to manage incidents within an Immersive Virtual Reality environment. Conducted as part of a teacher training Master’s programme, the study involved 39 students from eight disciplines from two Spanish universities. Three simulated scenarios were designed to represent disruptive behaviours: disturbances in teacher-student relationships, conflicts between classmates, and issues during group work. A mixed-methods approach with an exploratory-descriptive perspective was used. Data were collected through videos of the participants' actions, which were then analysed using thematic content analysis based on Thomas y Kilmann's (2008) conflict management styles: collaboration, compromise, accommodation, avoidance, and domination. The results indicated that participants tended to employ more assertive and reactive strategies, such as domination and compromise. Two distinct subgroups emerged: one assertive but uncooperative, and another with low assertiveness and moderate cooperation. Differences in strategy implementation were observed across scenarios, suggesting that future teachers need to develop flexibility in classroom management by adopting a proactive approach and tailoring strategies to various contexts and types of disruptive behaviour.

    • português

      Este estudo destaca a relevância de usar cenários realistas para avaliar a Competência em Gestão de Sala de Aula (CGA), tradicionalmente avaliada por meio de questionários. A CGA de futuros professores do ensino médio é examinada usando o Didascalia Virtual Classroom, uma plataforma que promove o aprendizado dessa competência por meio de simulações em realidade virtual. No âmbito do mestrado em formação de professores, 39 futuros professores de oito disciplinas participaram de uma experiência projetada para avaliar a utilidade desta ferramenta. Foram projetados três cenários simulados que representavam diferentes comportamentos disruptivos: perturbações na relação professor-aluno, entre colegas de classe e durante o trabalho em grupo. Os dados foram coletados por meio de vídeos das performances dos participantes. Foi realizada uma análise de conteúdo temático utilizando cinco categorias baseadas nos estilos de gestão de conflitos de Thomas e Kilmann (2008): cooperação, compromisso, complacência, evitação e dominação. Os resultados mostraram que os participantes tendiam a implementar estratégias mais assertivas e reativas, como a dominação e o compromisso. A análise revelou dois perfis distintos na gestão da sala de aula: um assertivo mas não cooperativo e outro com baixa assertividade e cooperação moderada. Foram evidenciadas diferenças na implementação de estratégias nos três cenários comunicativos simulados. Esta descoberta sugere que os futuros professores devem desenvolver flexibilidade em suas habilidades de gestão de sala de aula, adaptando suas estratégias a diferentes contextos e tipos de comportamento disruptivo. A plataforma Didascalia Virtual Classroom provou ser eficaz para avaliar a CGA.

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