Abstract:

In this work, the perceptions of the students on the teaching knowledge and effective professors at the high school level are addressed, in three high school institutions located in three different States of Mexico. The participants of the study were an intentional sample of 90 students, 30 of them in each of the institutions part of the investigation.

The objectives of the investigation were:
1. To determine, from the perceptions of students of the upper secondary level, the factors that explain the teaching knowledge and the effectiveness of teaching.
2. To describe the characteristics that present the perceptions of students of the upper secondary level, about the teaching knowledge of their effective teachers.
3. To determine those teaching knowledges that are perceived as approving from the perception of students of the upper secondary level, in relation to teaching knowledge and the effectiveness of teaching.
4. To establish statistically significant differences in different classification groups, according to institution, gender, specialty, etc. on the teaching knowledge and the effectiveness of teaching.

The theoretical perspective chosen, to explain the variables under study was the teaching knowledge approach of Shulman, 1987; Barrón, 2006; Danisman and Tanisli, 2017 and Beldag, 2017, in addition to including the theoretical contributions on the effective teachers of Bain, 2007; Martínez and Murillo, 2016.

The method developed in the investigation was the hypothetical deductive (Domínguez, 2015, Cortez and Iglesias, 2004). The investigation was a non-causal correlation study with a factorial analysis and with varimax rotation, in addition an analysis of the differences of means with statistical and inferential tests of anova and student's t-test.

The results made it possible to highlight from the factorial analysis, 8 factors that explain the teaching knowledge in the effective teachers, considering the perceptions of the students participating in the research, the factorial analysis reached a total of 70.2% of the total variance explained, that allowed to observe certain theoretical reconfigurations from the review of the literature made on the phenomenon under study. The results showed significant statistical differences in a greater number and value of significance in decreasing order, for the type of institution, the specialty, the semester, the age groups and the gender, finally, the test of statistical significance (Ttest), allowed to establish the approving items in relation to the teaching knowledge and effective teachers perceived by the students participating in the study.

Keywords:

Teaching knowledge, student perceptions, effective teachers.