<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672023000100143</article-id>
<article-id pub-id-type="doi">10.23913/ride.v13i26.1482</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[&#8220;¡Fue mi peor clase¡&#8221; Análisis de experiencias estudiantiles con docentes deficientes]]></article-title>
<article-title xml:lang="en"><![CDATA[&#8220;¡It was my worst course¡&#8221; Analysis of student´s experiences with deficient teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[&#8220;Foi a minha pior aula!&#8221; Análise de experiências de alunos com professores deficientes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guzmán]]></surname>
<given-names><![CDATA[Jesús Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>13</volume>
<numero>26</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672023000100143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672023000100143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672023000100143&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El propósito de la investigación fue describir y analizar la docencia deficiente basada en las respuestas que 193 estudiantes de psicología de una universidad pública ofrecieron a la pregunta: ¿Cuál fue tu peor clase? Se obtuvieron 374 experiencias analizadas cualitativamente utilizando el programa Hyper Research (versión 4.0.3). Para estudiar las experiencias, se utilizaron dos categorías: una denominada didáctica y otra actitudinal. Para la primera, se construyeron 13 subcategorías y 11 para la segunda. Se describe lo sucedido cuando la enseñanza va en sentido opuesto al deseable. Los resultados indican que las seis principales características de una clase deficiente son: no favorecer el aprendizaje, no explicar adecuadamente los contenidos enseñados, la irresponsabilidad docente, la ausencia o deficiente retroalimentación, las formas inadecuadas de evaluación y que los alumnos imparten la clase. En un número menor, se encontraron casos de maltrato hacia los estudiantes. Se explican los hallazgos utilizando los factores que favorecen el aprendizaje y las aportaciones de las buenas prácticas de enseñanza. Se sugiere capacitar a los maestros en los aspectos detectados como deficientes, contar con políticas institucionales que verifiquen el cumplimiento de las funciones docentes y con mecanismos para identificar cómo viven los alumnos el trato de los maestros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The goal of the research was to describe and analyze deficient teaching based on the answers 193 university students gave to the question &#8220;What was your worst course?&#8221;, from which we obtained 374 experiences which were analyzed qualitatively using the Hyper Research (version 4.0.3). It employed two categories: one called teaching practices and the other teaching attitudes, from which it was constructed 13 subcategories for the former and 11 for the latter. It describes what happens when teaching is not done in the desired manner. The main results were that the six actions most frequently demonstrated by bad professor were: not fostering learning, not explaining adequately, irresponsibility, the lack of or poor quality of feedback, inadequate forms of evaluation and the students giving the class. It was found some amount of mistreatment of students. The findings are explained using factors that it is knowing fostering learning along with contributions from teaching best practices. It recommends training professors in the aspects we identified as being deficient and designing institutional policies that verify the compliance of teaching functions, with mechanisms by which to identify how students experience their treatment by professors.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo da pesquisa foi descrever e analisar o ensino deficiente a partir das respostas que 193 estudantes de psicologia de uma universidade pública ofereceram à pergunta: Qual foi a sua pior aula? Foram obtidas 374 experiências analisadas qualitativamente por meio do programa Hyper Research (versão 4.0.3). Para estudar as experiências, foram utilizadas duas categorias: uma denominada didática e outra atitudinal. Para a primeira foram construídas 13 subcategorias e 11 para a segunda. Descreve o que aconteceu quando o ensino vai na direção oposta ao que é desejável. Os resultados indicam que as seis principais características de uma aula deficiente são: não favorecer o aprendizado, não explicar adequadamente o conteúdo ministrado, irresponsabilidade do professor, ausência ou feedback deficiente, formas inadequadas de avaliação e que os alunos ministram a aula. Em menor número, foram encontrados casos de maus-tratos a estudantes. Os achados são explicados a partir dos fatores que favorecem a aprendizagem e as contribuições das boas práticas pedagógicas. Sugere-se capacitar os professores nos aspectos detectados como deficientes, ter políticas institucionais que verifiquem o cumprimento das funções docentes e mecanismos para identificar como os alunos vivenciam o tratamento dos professores.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[calidad de la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[alumnos]]></kwd>
<kwd lng="es"><![CDATA[didáctica]]></kwd>
<kwd lng="es"><![CDATA[actitudes del docente]]></kwd>
<kwd lng="es"><![CDATA[investigación cualitativa]]></kwd>
<kwd lng="en"><![CDATA[Teaching quality]]></kwd>
<kwd lng="en"><![CDATA[didacticism]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[teacher attitudes]]></kwd>
<kwd lng="en"><![CDATA[qualitative research]]></kwd>
<kwd lng="pt"><![CDATA[qualidade do ensino]]></kwd>
<kwd lng="pt"><![CDATA[alunos]]></kwd>
<kwd lng="pt"><![CDATA[didática]]></kwd>
<kwd lng="pt"><![CDATA[atitudes docentes]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa qualitative]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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