Mejora escolar y coeducación en centros de secundaria de la comunidad autónoma vasca: implicaciones para la orientación educativa

Abstract

This article focuses on the topic of education for gender equality and coeducation. A study on school improvement in the Basque Autonomous Community (BAC) is presented, addressing the relationship between effectiveness and gender equality. In order to identify transferable improvement actions, schools with different levels of achievement according to diagnostic assessment (DA) tests and relevant context variables are identified. Subsequently, we listened to teachers, management teams and inspection professionals seeking explanatory aspects of their educational practices, opinions on external evaluation, and reflections that include proposals for improvement.

       The mixed method followed comprises 3 phases: 1) by means of multilevel regression statistical analysis, 10 secondary schools reflecting high efficacy and 6 reflecting low efficacy were selected; 2) individual and group interviews were carried out in all the schools with the management teams, inspections and groups of teachers. The recordings were transcribed and analyzed with the N-Vivo program by categories linked to the Coeducation Project developed by the Basque Government; 3) The opinion of the teachers of these centers was collected through a questionnaire.

       Once the pertinent analyzes have been carried out, the results show that coeducation is perceived as important, although its presence is far from being a priority, and the idea of ​​its relationship with school improvement, linked to achievements in assessment, remains very distant; In addition, in the centers that obtain high results, specific pedagogical practices are identified.