Assessment of the teaching performance favors to creativity in a sample of Colombian public and private educational institutions (original) (raw)
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Comunicaciones en Estadística, 2016
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Correlation of Teacher Creativity in Teaching with Student's Learning Achievement
Journal Evaluation in Education (JEE)
Purpose of the study: This study aimed to determine the correlation between teacher creativity in teaching and learning achievement. Methodology: This study uses quantitative research methods with a correlational research design. The population in this study was class V elementary school 091299 Sipoldas. The sample in this study amounted to 30. This study used a saturated sample because the population of class V students at elementary school 091299 Sipoldas were all sampled. The data collection techniques used questionnaires and documentation. The data analysis technique used is a prerequisite test and hypothesis testing. Main Findings: Based on the results of this study, it was concluded that there was a significant correlation between teacher creativity in teaching and learning achievement of fifth-grade students at elementary school 091299 Sipoldas because the value of rcount > rtable (0.552 > 0.361) and the significance value of tcount > ttable (3.505 > 1.701) so tha...
Educação e Pesquisa
This study is circumscribed to the scope of education, didactics, and classroom methodology. The results of an investigation with a quantitative approach will be analyzed, whose aim was to identify the perception and experiences related to creativity, as well as to pedagogical and educational innovation - the two latter concepts not always clear and distinguishable in theory and empirical studies. The research was done in a group of teachers who were just beginning their training process in a Graduate Degree in Didactics, taught in the School of Education at the Los Angeles Campus of the Universidad de Concepción, in the region of Biobío, Chile. The investigation had a descriptive approach and the main method for data collection was an opinion questionnaire with open questions. The main findings show that teachers in general and in a high percentage appreciate creativity, understand the concept of pedagogical innovation, but have difficulties to identify the difference between the l...
Creativity: learning style or teaching strategy?
Journal Schools of Economic Thought and Methology, 2019
The present research on Creativity: Learning Style or Didactic Strategy? It aims to identify the impact of Learning Styles and Didactic Strategies on Creativity. Teachers should resort to practices that make them obtain good results, projecting a quality training, this leads to being an active person, with social activities that make the student have a good and increasingly better participation in the process of teaching-learning, where it is capable of transmitting a discipline to overcome difficulties. (Márquez, 2005). Some items of the learning styles of the ILP-R questionnaire (SCHMECK) were used, from which the most relevant ones were selected since they could enrich the present study. The instrument that was applied presented a cronbach alpha of .85, the results were analyzed with the STATISTIC statistical package. The type of research is quantitative, the instrument was carried out in four sections, where the general data is found, and 3 research axes: Learning Styles, Didact...
In Search of a Creative Response to the Creativity Challenge in Colombian Schools
Challenges in Creativity & Psychology for the XXI Century, 2019
Este capítulo ofrece una propuesta al desafío de ¿Cómo diseñar e implementar un programa para el desarrollo de la creatividad en las escuelas colombianas que contribuya al desarrollo de las capacidades intelectuales, sociales y estéticas de los estudiantes? La propuesta se basa en el análisis y la articulación de tres aspectos: el dispositivo político, el horizonte epistemológico y la dimensión pedagógica. Aunque la propuesta está destinada al sistema educativo colombiano, podría extenderse a otros sistemas educativos en el mundo. Para citar este capítulo y descargar el libro completo: Gómez-Hernández, F. A. (2018). In Search of a Creative Response to the Creativity Challenge in Colombian Schools. En J.C. Penagos Corzo y M. A. Padilla Vargas (Eds.), Challenges in Creativity and Psychology for the XXI Century (pp. 242-257). México: Fundación Universidad de las Américas. Recuperado de: https://contexto.udlap.mx/e-books/
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Creativity is nowadays seen as an essential feature in higher education. Nevertheless, there is a discrepancy between the need for creativity and what higher education classrooms provide. This study assessed the perceptions of 1599 higher education students from two countries (1059 Brazilian and 540 Portuguese students), from two academic domains (Sciences and Technologies-Sc&T; Social Sciences, Arts, and Humanities-SScA&H), about the presence of creativity in their teachers' instruction and evaluation practices. The study's findings evidence interactive effects between the variables country and academic domain for most of the assessed factors: encouragement of new ideas, climate for the expression of ideas, and interest in students' learning. Brazilian Sc&T students presented more negative perceptions of their classroom environments when compared to SScA&H students; Portuguese students showed opposite patterns of results. Some hypothetical explanations are discussed and future directions for research are presented.
Assessment and Creativity Stimulus in School Context
Procedia - Social and Behavioral Sciences, 2015
Creativity is a fundamental aptitude today, with teachers playing an important role in its promotion. So, this study intends to examine to what extent teachers of Visual and Technological Education (EVT) evaluate, objectively, the creative level of their students and which strategies they put into practice, in order to stimulate student creativity. A comparative research of a descriptive-correlational nature was undertaken, comprising a questionnaire to twenty nine 2nd Cycle of Basic Education teachers from the Viseu municipality state schools (Portugal) and the application of the Torrance Test of Creative Thinking to 46 students from two classes at one of the schools. The data reveal that there are no statistically significant differences between the assessment of student creativity obtained by the Torrance Test and the creative level assigned by teachers. We can also verify, with relation to stimulating creativity, that teachers of Visual and Technological Education opt, more frequently, for psychological stimuli and, less frequently, for educational strategies that involve carrying out assignments/research. Educational implications are addressed.
R S S Teaching of Creativity at University Level, a Mexican Study Case
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Currently, the teaching of creativity and entrepreneurship is not yet sufficiently integrated into higher education of the Autonomous University of Morelos State (UAEM)´s curricula. Indeed, in Mexico, most entrepreneurship courses are offered in expensive business and economic Institutes. The diffusion of creativity and entrepreneurship is particularly weak in public universities, as, UAEM. Therefore, a block of courses, called Innovation, was implemented in the curricula of the bachelor program in Technology, which is offered at UAEM. This block is one of the differentiation elements of this program. The objective is to strengthen the development of the students including capacities related to creativity, entrepreneurship and innovation, throughout their professional training. This program is pertinent to current needs, where competitiveness, based on technological innovation, is identified as fundamental for the economic
Psychology and Education: A Multidisciplinary Journal, 2024
Teachers often struggle with learners with low performance and become equally frustrated as the learners themselves. Teachers acknowledge that enhancement of learners' achievement is a major focus of education for the longest time. Accordingly, the security of the nation requires fullest development of the mental resources and technical skills of its young men and women. On this, the major aim of the teaching learning process is achievement in terms of grades, as its sole measure of learning in many cases. To achieve this target, teachers use diverse teaching methods, including lecture, discussion, and demonstration. This study would like to determine what teaching strategies do teachers of selected schools in Camarines Norte employ that best facilitate learning and develop values among students. The researcher, who is a teacher in the said institution, believes that determining what creative teaching strategies are used in teaching the subjects will be of important value to others as to sustain the interest oflearners towards the subject matter. Teachers' understanding of educating students for holistic citizenship is crucial as the former has the moral and social obligation of preparing these future citizens. This study is premised on the concept of creative teaching encompassing the principle of teaching creatively and teaching for creativity which is one of the key sources of an educational institution's goal for providing excellent quality education through its teaching force to enhance and maximize their creative potentials. The variables that were considered in the study were the respondents' profile which includes age, gender, civil status, employment status, educational attainment, area of specialization, subjects being taught, and teaching experience which was then correlated to the factors that are influential to creative teaching and the extent to which creative teaching practices were utilized in the classroom by the teachers. According to her creative teaching is defined in two ways: teaching creatively and teaching for creativity. Teaching creatively refers to teachers using imaginative approaches to make learning more interesting, exciting and effective. This includes developing materials and approaches that stimulate student's interests and motivate learning in this case, it is the teacher's creativity that is being developed. By the teaching for creativity, it refers to forms of teaching that are intended to develop students' own creative thinking and behavior.