Educational research is polyhedral and plural, both substantively and methodologically. In this CIPE Congress we propose a Symposium that focuses on the application of systematic observation to educational research.

The power of systematic observation is demonstrated by the many works published in the last decades that show it, and it has expanded both from a global perspective, considered as a mixed method in itself, and through a specific deepening in each of the procedure stages.

And its applicability is also beyond doubt in the field of educational research, which is deployed in numerous subfields of work and study in which the requirements that make up the profile of observational methodology are met.

The four papers presented at this Symposium show an excellent range of the wide possibilities open to researchers in the field of education that decides to use a highly flexible and very rigorous methodology, such as observational methodology. In a broad way, it will show the fruitfulness and effectiveness of systematic observation in research on emotional self-regulation in the classroom, participatory interaction in master classes, expressive resources in the training of physical education teachers, and optimization of paraverbal and verbal behaviour for effective teacher training.

Applying Systematic Observation to Educational Research (II)

Symposium II Summary

The observational methodology is characterised as the study of common behaviours in the natural context in which they usually develop. This makes it possible to collect a large amount of information of great wealth and high ecological value, which is why its use is of particular interest and help in the field of education. Its great flexibility, together with its rigorousness, also contributes to the fact that more and more work is increasingly undertaken in the field of education using the observational methodology. An example of this is the communications included in this symposium, which focus both on the evaluation of the development and learning of students at different educational stages and the evaluation of teaching practice.

More specifically, the first paper analyses the motor skills of children in Early Years Education, and their relationship with later academic competences.

Two other communications focus on students with specific educational support needs: students with Autism Spectrum Disorder (ASD) and students with Attention-Deficit Hyperactivity Disorder (ADHD). Thus, through systematic observation, the efficacy of an intervention programme aimed at improving the executive function of inhibition in children with ASD is evaluated. The following communication evaluates the appropriate behaviours of students with ADHD as facilitators of the personal and academic development of the students.

Regarding the communications focused on teaching practice, one of them exposes the usefulness of systematic observation in the initial training of Physical Education teachers. The last communication proposes an effective ad hoc observation instrument to assess the inclusive practice of teachers in Physical Education classes.

All these works are examples of how observational methodology can contribute to improving the teaching/learning process.

Short CV

Professor in the area of Methodology of Behavioural Sciences in the Faculty of Psychology at the University of Barcelona. She has a degree in Psychology with Extraordinary Award (1972) and in Law (1997) from the University of Barcelona, and a PhD in Psychology (1976) from the same university. From 1972 to 1985 she successively worked at the University of Barcelona as Lecturer, Course Manager, Reader and Professor, always full-time. Since 1st October 2019 she is Professor Emeritus.

She has been teaching at all levels, and of various methodological subjects, since 1972. She has carried out research stays in Chile, Colombia, the United States, Mexico and Portugal. Her research activity is focused on Observational Methodology and Mixed Methods. She has participated in 30 competitive research projects, being the PI in most of them. At a national and international level, she has formed part of research evaluation committees, journal editorial committees, and is a member of several scientific societies, having participated in their governing bodies. She has published several works in Spain and abroad. Apart from other minor works, she has authored / co-authored 27 books, 132 book chapters, and 230 articles. She has participated in numerous national and international congresses, resulting in 72 invited conferences and 440 presented communications. She has directed / co-directed 54 Doctoral Theses already defended. He has 7 six-year research terms positively evaluated (having had to give up one of them to apply for the seventh). His h index (according to academic Google) is 52.

In 1999 she joined, as a full member, the Royal Academy of Doctors (now the Royal European Academy of Doctors), and in 2013 she joined, as a corresponding member, the Royal Academy of Medicine of Catalonia. She has been president of the Deontological Commission of the College of Psychologists of Catalonia (2006-2010), president of the Spanish Association of Methodology of Behavioural Sciences (AEMCCO) (2007-2011), and vice-secretary of the European Association of Methodology (EAM) (2008-2012).

In terms of management activities, she has been Secretary of the Faculty of Psychology (1982-1985), Head of Studies of the Degree in Psychology (1986-1988), Director of the Department of Behavioural Sciences Methodology (1993-1997), head of the Research Section of the ICE of the University of Barcelona (1998-2002), Vice-Rector of Scientific Policy of the University of Barcelona (November 2008 to January 2010), and Vice-Rector of Teaching and Science Policy of the University of Barcelona (from January 2010 to December 2012). She has been a member of the Steering Committee (Doctorate) of the EUA (from November 2011 to October 2014).