Critical thinking, creativity, self-efficacy, and teaching practice in Peruvian teacher trainers

Título traducido de la contribución: Pensamiento crítico, creatividad, autoeficacia y práctica pedagógica en formadores de docentes peruanos

Boris Jesús Arce-Saavedra, Sheyla Blumen

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

3 Citas (Scopus)

Resumen

The relationship between dispositions towards critical thinking, creative-innovative performance, self-efficacy and teaching practice was assessed in Peruvian teacher trainers from the Amazonian region of San Martin. Direct and big relationships were found between all variables. A model that explained 42% of the variance of teaching practice is presented, where dispositions towards critical thinking and creative and innovative performance have a direct effect on teacher self-efficacy. In addition, teacher self-efficacy fully mediates the relationship between dispositions toward critical thinking, and partially mediates the relationship between creative-innovative performance and teaching practices. Likewise, results show differences according to sex, work experience, specialization and work place. It is suggested to include other actors to get a holistic view of the teachers’ trainer capacities.

Título traducido de la contribuciónPensamiento crítico, creatividad, autoeficacia y práctica pedagógica en formadores de docentes peruanos
Idioma originalInglés
Páginas (desde-hasta)603-633
Número de páginas31
PublicaciónRevista de Psicologia (Peru)
Volumen40
N.º1
DOI
EstadoPublicada - 2022
Publicado de forma externa

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