Rdi advising model for improving the teaching-learning process

Abstract

Introduction. Advising in Educational Psychology from the perspective of RDI takes on a stronger investigative, innovative nature. The model proposed by De la Fuente et al (2006, 2007) and Education & Psychology (2007) was applied to the field of improving teachinglearning processes at a school. Hypotheses were as follows: (1) interdependence relationships between the process of teaching and of learning; (2) the effect of improved specific behaviors in teaching and learning. Method. A total of 10 teachers and 159 students from Secondary Education participated in the project. The design used for the evaluation-research phase was quasi-experimental for a single case, with pre-post evaluation. The IATLP Scales (De la Fuente & Martínez, 2004) were used as evaluation instruments. Results. Significant correlations and interdependence relationships appeared throughout assessment of the teaching-learning process. The intervention produced a significant main effect of time. Likewise the teacher factor also showed differences. Discussion. Advising for intervention and improvement of the teaching-learning process demonstrated significant improvement of both a general and specific nature in those aspects of the teaching and learning process which were addressed in the advisory program, after the intervention. Conclusions. The conception of the RDI Area, as a new area for advising in Educational Psychology, can represent a launchpad for research-based innovation in the practice of advising and in education. Key words: advising in Educational Psychology, RDI area, improving the teaching-learning process, educational innovation.