Implicit Person Theories and Change in Teacher Evaluation: A Longitudinal Field Study

Tam, Kim‐Pong; Pak, So-Yeon; Hui, C. Harry; Kwan, Siu-On; Goh, Mario

doi:10.1111/j.1559-1816.2009.00573.x

Cited by 7 publications

(5 citation statements)

References 27 publications

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“…or on implicit theories (Marrero, 1993;Pozo & Scheuer, 1999). There is some concern about the design and development of procedures and techniques for the assessment of teaching, as valid measures of learning how to teach and in order to improve teachers' training programs and thereby to gain instructional efficacy, as reported in the works of Cohen-Vogel and Smith (2007) (Tam, Pak, Hui, Kwan, & Goh, 2010) or Van Zandt (1998, Professional Development School-PDS). However, it is currently difficult to agree on an explicit and complete model to be assessed.…”

Section: Discussionmentioning

confidence: 99%

The Instructional Autoperceived Competence: a New Teaching Evaluation Scale for its Measure in Elementary School // La competencia docente autopercibida del profesorado de Educación Primaria: un nuevo cuestionario para su medida

Valdivieso¹,

Martín

Martín³

2012

REV PSICODIDACT

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A conceptual proposal for the teaching style of elementary teachers was established. It is made up of a set of holistic and integrated dimensions with an introspective and extrinsic nature. These dimensions are used as the basis to elaborate the Elementary Teacher's Instructional Self-perceived Competence Evaluation Scale (ET-IACES). It can be used as an assessment instrument with valid, accurate, and reliable psychometric properties, suitable for measuring elementary teachers' strategic competence profile. The ECAD-EP is rated on a Likert-type scale and comprises 58 items arranged in a threedimensional factor structure as follows: (a) Socio-emotional, comprising the variables: co-existence, mediation, group dynamization, emotional bonding, adaptive communication, communicative sensitivity, empathy, and self-efficacy; (b) Communicative-relational, consisting of the variables: assertiveness, affective leadership, executive leadership, problem solving, nonverbal communication, and paraverbal communication; (c) Instructional, which contains the variables: adapting to new situations, instructional control, and planning.Keywords: Teaching styles, assessment of teaching, self-perceived teaching competence, instructional variables, teacher rating scale. ResumenSe establece una propuesta conceptual del estilo de enseñanza del profesorado de EP constituida por un conjunto de dimensiones holísticas e integradoras, de naturaleza introyectiva y proyectiva, que sirven de base para la elaborar la Escala de Evaluación de la Competencia Autopercibida del Docente de Educación Primaria (ECAD-EP), escala que puede ser empleada como un instrumento de evaluación con propiedades psicométricas válidas y fiables, idónea para poder cuantificar el perfil competencial del profesorado estratégico de EP. La ECAD-EP presenta un formato tipo Likert constituida por 58 ítems y dispuesta en una estructura factorial tridimensional del orden siguiente: (a) Socioemocional, compuesto por las variables: convivencia, mediación, dinamización grupal, implicación afectiva, adaptación comunicativa, sensibilidad comunicativa, empatía y autoeficacia; (b) Comunicativo-relacional, constituido por las variables: asertividad, liderazgo afectivo, liderazgo ejecutivo, resolución de conflictos, comunicación no verbal y comunicación paraverbal; (c) Instruccional, que contiene las variables: adaptación a nuevas situaciones, control instruccional y planificación.Palabras clave: Estilos de enseñanza, evaluación de la enseñanza, competencia docente autopercibida, variables instruccionales, escala de evaluación docente.

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Section: Discussionmentioning

confidence: 99%

The Instructional Autoperceived Competence: a New Teaching Evaluation Scale for its Measure in Elementary School // La competencia docente autopercibida del profesorado de Educación Primaria: un nuevo cuestionario para su medida

Valdivieso¹,

Martín

Martín³

2012

REV PSICODIDACT

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“…People who hold an entity theory of moral character believe that moral character is immutable, whereas those who hold an incremental theory believe that it is changeable. Compared to incremental theorists, entity theorists rely more on trait‐relevant information when making judgment (Chiu, Hong, & Dweck, ), are more reluctant to adjust their initial trait perception (Tam, Pak, Hui, Kwan, & Goh, ), and more susceptible to making stereotypical judgments (Levy & Dweck, ).…”

Section: Belief About Immutability Of Moral Character and Punitivenessmentioning

confidence: 99%

Belief about immutability of moral character and punitiveness toward criminal offenders

Tam

Shu

et al. 2013

J Applied Social Pyschol

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The present research examined the association between belief about immutability of moral character and punitiveness toward criminal offenders. Overall, participants who believed that moral character is immutable (entity theorists) were more punitive than those who believed that it is changeable (incremental theorists). More important, the present research identified two mediational paths: Entity theorists made more internal attribution of criminal behavior and held stronger expectation of offenders' recidivism, both of which in turn led to stronger punitiveness. Also, contrary to some researchers' speculation, entity theorists did not perceive less controllability in criminal behavior. Implications for implicit theory research and criminal justice research are discussed."I think capital punishment works great. Every killer you kill never kills again."This quote may be just a comic statement by American stand-up comedian Bill Maher, but it hints at the possibility that people's belief about immutability of criminality or moral character is associated with their punitiveness toward criminal offenders. The first objective of the present research was to empirically demonstrate this association. The second, more important objective was to examine the mediating mechanisms underlying this association. Belief about immutability of moral character and punitivenessbs_bs_banner

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“…La mayoría de las investigaciones al respecto, o bien se han centrado en opiniones y valoraciones externas (percepciones de jueces, estudiantes, etc. ), o bien en teorías implícitas (Marrero, 1993;Pozo y Scheuer, 1999), existiendo una preocupación común por el diseño y desarrollo de procedimientos y técnicas de evaluación docente, como medidas válidas para el aprendizaje docente y para la mejora de los programas de formación del profesorado (Pozuelo, 1997) y, por ende, para lograr la eficacia instructiva (Cohen-Vogel y Smith, 2007;Mohan, Lundeberg y Reffitt, 2008;Tam, Pak, Hui, Kwan y Goh, 2010;Yu y Ding, 2009;).…”

Section: Antecedentesunclassified

Estilos De Enseñanza Y Autoeficacia Docente en Educación Primaria

Burón¹,

Serrano²,

Antón³

et al. 2016

Revista INFAD de Psicología

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Abstract.TEACHING STYLES AND SELF-EFFICAY IN PRIMARY SCHOOL TEACHERSThis research aims to analyze the relationship between self-perceived competence dimensions of Primary School teachers in Spain and their level of self-efficacy. A sample of N = 40 teachers in Castilla y León area of this educational level, answered two Likert self-rating scales: the ECAD-EP (Valdivieso, Carbonero & Martín-Antón, 2013) for the measurement of teaching style with three dimensions (a. Social and Emotional , b. Communicative and Relationship and c. Instructional) and the test Teacher Sense of Efficacy Scale –TSES-(Tschannen -Moran & Woolfolk , 2001) for the self-efficacy assessment. The process of data analysis focused on descriptive statistical calculations, bivariate correlation and linear regression. The results showed that the socialemotional factor has a significant linear correlation (r=.623) with self-efficacy dimension and it explains a 48.90% variance. Thus we can say that in the teacher training process it is necessary to include emotional skills in order to improve their effectiveness in the teaching.Key words: Teaching Styles, Self-Efficacy of Teaching, self-perceived teaching competence, instructional variables, psychological-instructional profile, Primary Education.Resumen.Esta investigación tiene como objetivo analizar la relación existente entre las dimensiones competenciales autopercibidas del profesorado de Educación Primaria en España y su nivel de autoeficacia. A una muestra de N=40 maestros en activo de Castilla y León pertenecientes a esta etapa educativa, se le aplicaron dos escalas de autovaloración tipo Likert: la ECAD-EP (Valdivieso, Carbonero & Martín-Antón, 2013) para la medición del estilo de enseñanza con tres dimensiones (socioemocional, comunicativo-relacional e instruccional) y el TSES (Tschannen-Moran & Woolfolk, 2001). Se hicieron cálculos estadísticos descriptivos, de correlación bivariada (Rho de Spearman) y de regresión lineal. Los resultados obtenidos muestran que el factor socioemocional posee una correlación lineal significativa (r=.623) con la autoeficacia y explica el 48.90% de su varianza. De este modo se puede afirmar la necesidad de formación del profesorado en habilidades socioemocionales con el fin de mejorar su eficacia en los procesos de enseñanza.Palabras Clave: Estilos de Enseñanza, Autoeficacia docente, competencia docente autopercibida, variables instruccionales, perfil psicoinstruccional, Educación Primaria.

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Implicit Person Theories and Change in Teacher Evaluation: A Longitudinal Field Study

Cited by 7 publications

References 27 publications

The Instructional Autoperceived Competence: a New Teaching Evaluation Scale for its Measure in Elementary School // La competencia docente autopercibida del profesorado de Educación Primaria: un nuevo cuestionario para su medida

The Instructional Autoperceived Competence: a New Teaching Evaluation Scale for its Measure in Elementary School // La competencia docente autopercibida del profesorado de Educación Primaria: un nuevo cuestionario para su medida

Belief about immutability of moral character and punitiveness toward criminal offenders

Estilos De Enseñanza Y Autoeficacia Docente en Educación Primaria

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