Ritornelo e repetição-variação

Martinez, Ariane; Baumgärtel, Tradutor: Stephan; Faleiro, Tradutor: José Ronaldo

doi:10.5965/1414573101202013045

Cited by 1 publication

(1 citation statement)

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“…Regarding the motivation that the student should receive when receiving feedback, Chávez (2015), Morris et al (2021), and Hattie and Timperley (2007) agree on its relevance to motivate students and compete during the process and at the end of the work. Feedback seeks training in the student, according to various perspectives, this is a shortterm educational process that seeks the expansion of knowledge and the improvement of attitudes (Chávez, 2015;Martinez and Martinez, 2009;Chiavenato, 2011). Teaching realization, according to Streck et al (2015) and Bunge (2007), involves moving from simple awareness to criticism, turning possibility into action.…”

Section: Formulation Of the Problemmentioning

confidence: 99%

The Teaching Feedback Process From Comprehensive Pedagogical Strategies

Graciela,

Angélica,

Tomasita

et al. 2024

Migrat. Lett.

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The research aimed to determine the influence of the comprehensive pedagogical program on the formative feedback of teachers in the Zarumilla district in 2023, using a quasi-experimental design. Pre- and post-tests were applied to an experimental group that received the program and a control group. The sample consisted of 23 teachers (12 in the experimental group and 11 in the control group), selected through non-probabilistic sampling. A 27-item questionnaire was used to collect information, and the Student's T test was applied to compare means. The results indicated a significant improvement (p<0.05) in the experimental group after the application of the program, supporting the study hypothesis. Furthermore, the influence of the program was observed in the descriptive, discovery and evaluative dimensions.

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