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dc.contributor.authorNeves Balan, Raquel
dc.contributor.authorBender Haydu, Verônica
dc.contributor.authorHenrique de Almeida, João
dc.contributor.authorOliveira Henklain, Marcelo Henrique
dc.contributor.authorZacyntho Zacarin, Marcela Roberto
dc.date.accessioned2022-10-27T22:48:37Z
dc.date.accessioned2023-05-11T21:51:44Z
dc.date.available2022-10-27T22:48:37Z
dc.date.available2023-05-11T21:51:44Z
dc.date.issued2022-01-03
dc.identifier.urihttps://revistas.pucp.edu.pe/index.php/psicologia/article/view/24628/23380
dc.identifier.urihttps://repositorio.pucp.edu.pe/index/handle/123456789/193470
dc.description.abstractThe evaluation of teachers has been conducted with instruments such as the Teacher Behavior Checklist (TBC), whose evidence of content validity was obtained by verbal reporting. The relationship between six TBC items and the “Good Teacher” stimulus was assessed using the IRAP, and the correlation between the score of participants in an undergraduate course and the teacher’s assessment was assessed. Forty university students participated, who answered both instruments and reported the grade received in the discipline. The D-IRAP scores’ averages were statistically significant for “good teacher-positive-true” and “bad teacher-negative-true”. The correlation indexes between the participants’ grades in the discipline and the way they evaluated the teacher were not statistically significant.en_US
dc.description.abstractLa evaluación de docentes se ha realizado con instrumentos como el Teacher Behavior Checklist (TBC) cuya evidencia de validez de contenido se ha obtenido mediante el reporte verbal. Se evaluó la relación entre seis ítems de TBC y el estímulo “Buen maestro” mediante el IRAP, y la correlación entre la puntuación de los participantes en un curso de pregrado y la evaluación del maestro. Participaron cuarenta estudiantes, quienes respondieron ambos instrumentos e informaron la calificación recibida en la disciplina. Los promedios de los puntajes del D-IRAP fueron estadísticamente significativos para “buen maestro-positivo-verdadero” y “mal maestro-negativo-verdadero”. Los índices de correlación entre las calificaciones de los participantes en la disciplina y la evaluación del maestro no fueron estadísticamente significativos.es_ES
dc.description.abstractL’évaluation des enseignants a été menée à l’aide d’instruments tels que la liste de contrôle du comportement des enseignants (TBC) dont la preuve de la validité a été obtenue par le biais de rapports verbaux. La relation entre six items TBC et le stimulus “bon professeur” a été évaluée avec le IRAP, et la corrélation entre le score des participants dans une disci-pline et l’évaluation de l’enseignant. Quarante élèves ont participé qui ont répondu aux deux instruments et ont rapporté la note reçue dans la discipline. Les moyennes des scores D-IRAP étaient statistiquement significatives pour “bon enseignant-positif-vrai” et “mauvais enseignant-négatif-vrai”. Les indices de corrélation entre les notes des participants dans la discipline et l’évaluation du professeur n’étaient pas statistiquement significatifs.fr_CA
dc.description.abstractA avaliação de professores tem sido conduzida com instrumentos como o Teacher Behavior Checklist (TBC) cuja evidência de validade de conteúdo foi obtida por relato verbal. A relação entre seis itens do TBC e o estímulo “Bom Professor” foi avaliada com o IRAP, e foi avaliada a correlação entre a nota dos participantes em uma disciplina da graduação e a avaliação do professor. Participaram 40 estudantes universitários que responderam aos dois instrumentos e informaram a nota recebida na disciplina. As médias dos D-IRAP escores foram estatisticamente significativas para “bom professor-positivo-verdadeiro” e “mau professor-negativo-verdadeiro”. Os índices de correlações entre as notas dos participantes na disciplina e a avaliação do docente não foram estatisticamente significativos.pt_BR
dc.formatapplication/pdf
dc.language.isopor
dc.publisherPontificia Universidad Católica del Perúes_ES
dc.relation.ispartofurn:issn:2223-3733
dc.relation.ispartofurn:issn:0254-9247
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/*
dc.sourceRevista de Psicología; Vol. 40 Núm. 1 (2022)es_ES
dc.subjectTeacher Behavior Checklisten_US
dc.subjectImplicit Relational Assessment Procedureen_US
dc.subjectEffective teachingen_US
dc.subjectTeacher Behavior Checklistes_ES
dc.subjectImplicit Relational Assessment Procedurees_ES
dc.subjectEnseñanza eficazes_ES
dc.subjectTeacher behavior checklistfr_CA
dc.subjectImplicit Relational Assessment Procedurefr_CA
dc.subjectEnseignement efficacefr_CA
dc.subjectTeacher Behavior Checklistpt_BR
dc.subjectImplicit Relational Assessment Procedurept_BR
dc.subjectEnsino eficazpt_BR
dc.titleTeacher Behavior Checklist e Implicit Relational Assessment Procedure en la evaluación docentees_ES
dc.title.alternativeTeacher Behavior Checklist and Implicit Relational Assessment Procedure in teacher evaluationen_US
dc.title.alternativeTeacher Behavior Checklist e Implicit Relational Assessment Procedure dans l’évaluation des enseignantsfr_CA
dc.title.alternativeTeacher Behavior Checklist e Implicit Relational Assessment Procedure na avaliação de professorespt_BR
dc.typeinfo:eu-repo/semantics/article
dc.type.otherArtículo
dc.subject.ocdehttps://purl.org/pe-repo/ocde/ford#5.01.00
dc.publisher.countryPE
dc.identifier.doihttps://doi.org/10.18800/psico.202201.018


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