MLS Educational Research (MLSER)
Vol. 5 Núm. 1 (2021)
ISSN: 2603-5820
Conocimientos y creencias de los maestros peruanos sobre el TDAH: el rol de la experiencia docente en el TDAH
Publicado Feb 25, 2021
Resumen
Introducción. Los estudios que han analizado los conocimientos, creencias erróneas y lagunas de los profesores acerca del TDAH se han centrado fundamentalmente en América del Norte, Europa y Asia, fundamentalmente. Sin embargo, no se han analizado los conocimientos de los profesores de América del Sur ni de América del centro acerca del TDAH. Por ello, en este estudio nos planteamos dos objetivos: a) comparar los conocimientos, las creencias erróneas y las lagunas de conocimiento de los profesores sin experiencia (PSE) y de los profesores con experiencia (PCE), y b) analizar las diferencias en el conocimiento, las creencias y las lagunas entre los PCE que habían enseñado o no a alumnos con TDAH. Método. En total 264 profesores completaron la Knowledge of Attention Deficit Disorder Scale (KADDS), el Index of Teaching Stress (ITS), y un cuestionario socio-demográfico. Resultados. Los resultados mostraron que los PCE tuvieron mayores respuestas correctas en la escala total que los PSE. Los PCE con experiencia en TDAH presentaron mayores índices de estrés docente, aunque también mayor autoeficacia y mejor conocimiento sobre el TDAH. La autoeficacia correlacionó con la experiencia en TDAH. Discusión. Se discute la importancia de las creencias erróneas y de las lagunas de conocimiento acerca del TDAH para la formación del profesorado.
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Soriano Ferrer, M., & Echegaray-Bengoa, J. (2021). Conocimientos y creencias de los maestros peruanos sobre el TDAH: el rol de la experiencia docente en el TDAH. LS ducational esearch (MLSER), 5(1). https://doi.org/10.29314/mlser.v5i1.277
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Bussing, R., Gary, F., Leon, C, Garvan, C., & Reid, R. (2002). General classroom teachers’ information and perceptions of attention deficit hyperactivity disorder. Behavioral Disorder, 27, 327-339.
Bussing, R., Schoenberg, N., & Perwien, A. (1998). Knowledge and information about ADHD: Evidence of cultural differences among African-American and white parents. Social Science & Medicine, 46, 919-928. https://doi.org/10.1016/S0277-9536(97)00219-0
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Canu, W., & Mancil, E. (2012). An examination of teacher trainees’ knowledge of attention-deficit/hyperactivity disorder. School Mental Health, 4, 105-114. https://doi.org/10.1007/s12310-012-9071-3
Choi, Y-S. (2017). Assessment of Elementary Teachers´ Knowledge about ADHD, Attitude, Stress Level and intention to Inclusion Education. Journal of Digital Convergence, 15, 5, 363-372. https://doi.org/10.14400/JDC.2017.15.5.363
Cortese, S. (2012). The neurobiology and genetics of attention-deficit/hyperactivity disorder (ADHD): what every clinician should know. European journal of paediatric neurology, 16(5), 422-433.
Criado-Alvarez, J.J., & Romo-Barrientos, C. (2003). Variability and tendencies in the consumption of methylphenidate in Spain. An estimation of the prevalence of attention deficit hyperactivity disorder. Revista Neurología, 37(9), 806-10.
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DuPaul, G., & Stoner, G. (2003). ADHD in the Schools: assessment and intervention strategies. The Guilford Press.
Ghanizadeh, A., Bahredar, M., & Moeini, S. (2006). Knowledge and attitudes towards attention deficit hyperactivity disorder among ele- mentary school teachers. Patient Education and Counselling, 63, 84-88. https://doi.org/10.1016/j.pec.2005.09.002
Graczyk, P. A., Atkins, M. S., Jackson, M. M., Letendre, J. A., KimCohen, J., Baumann, B. L., et al. (2005). Urban educators’ perceptions of interventions for students with attention deficit hyperactivity disorder: A preliminary investigation. Behavioral Disorders, 30, 95–104
Greene, R. W., Abidin, R. R., & Kmetz, C. (1997). The Index of Teaching Stress: A measure of student-teacher compatibility. Journal of School Psychology, 35, 239-259.
Greene, R. W., Beszterczey, S. K., Katzenstein, T., Park, K., & Goring, J. (2002). Are students with ADHD more stressful to teach? Journal of Emotional and Behavioral Disorders, 10, 79-89.
Havey, J. M. (2007). A comparison of Dutch and US teachers‘ perceptions of the incidence and management of ADHD. School Psychology International, 28 (1), 46-52. https://doi.org/10.1177/0143034307075679
Hepperlen, T. M., Clay, D. L., Henly, G. A., & Barké, C. R. (2002). Measuring teacher attitudes and expectations toward students with ADHD: Development of the test of knowledge about ADHD (KADD). Journal of Attention Disorders, 5, 133– 142. https://doi.org/10.1177/108705470200500301
Herbert, J., Crittenden, K., & Dalrymple, K. (2004). Knowledge of Social Anxiety Disorder Relative to Attention Deficit Hyperactivity Disorder Among Educational Professionals. Journal of Clinical Child and Adolescent Psychology, 33, 366-372. https://doi.org/10.1207/s15374424jccp3302_18
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