Clima de aula: su mejora a través de la comunidad de aprendizaje en el noveno año de Educación General Básica en la escuela Issac A. Chico Ricaurte, Ecuador

Abstract

This final project in the undergraduate program degree has been developed based on the experience of the teaching practices carried out at Ecuador Isaac A. Chico public school located in Ricaurte, Cuenca. This paper proposes an understanding of the impact of the learning community in the classroom climate. The categories of analysis are: learning community, classroom climate, teacher management, interpersonal relationships, communication, dialogic learning, interactive groups. The concept ‘learning community’ as a strategy to improve the classroom climate is assumed with the definition of Flecha García & Díez-Palomar (2010). They express that involving a person outside the classroom (parents, teachers, university students) influences the academic performance and coexistence of students in a positive way. The concept ‘classroom climate’ is understood and based on the definition proposed by (Galo, 2003). He mentions the importance of the teacher in the management of the internal coexistence of the classroom which generates an optimal classroom climate for students’ learning. We worked with two parallel the ninth “A” and the ninth “B” to Basic General Education with a population of 77 students in total. The learning community strategy was applied in order to improve coexistence between peers and achieve an improvement in the classroom climate. The methodology used was qualitative since several data collection instruments were used such as: structured and unstructured interviews, observation sheets, descriptive surveys, FGD (focus groups discussions) and field diaries. In order to understand the interactions between participants the method used was multiple-case study.