A Teachers’ Observation Tool For Critical And Self-Reflective Processes On Positive Pedagogical Practice

Abstract

Positive Pedagogies concept emerges as a line of educational innovation turning to positive psychology arena, with the aim of reflecting on the meaning of well-being in education. Positive Pedagogical Practices enhanced quality of teaching and learning experiences because they are focused on students’ satisfaction and engagement, in order to provide meaning of learning processes, well-being, and school satisfaction on students. On the other hand, educational innovation and critical and reflective action-research processes shall be participated by both teachers and educational researchers. The role of teachers has evolved from teaching as an executing figure of curriculum, to participating in education as a researcher, and reflective figure. Teachers can contribute to action- research processes by applying observation tools for critical reflection on their educational practices. Teachers need to develop competences and tools to manage the boosters of quality and positive learning experiences in classrooms. This paper proposes a tool for teachers to observe their practices, and thus, reflect and improve classroom management based on Positive Pedagogies. The teachers’ observation tool developed for that purpose, follows an holistic approach of the learning experience, and considers cognitive, motivational, emotional, and social aspects of pedagogical practices