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

• Autores: Arce-Saavedra, Boris Jesús, Blumen, Sheyla
• Formato: artículo
• Fecha de Publicación: 2022
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: Revistas - Pontificia Universidad Católica del Perú
• Lenguaje: inglés
• OAI Identifier: oai:revistaspuc:article/24630
• Enlace del recurso: http://revistas.pucp.edu.pe/index.php/psicologia/article/view/24630
• Nivel de acceso: acceso abierto
• Materia: Dispositions toward critical thinking; Creative and innovative performance; Teacher self-efficacy; Teaching practice; Teacher´ s trainers; Disposiciones al pensamiento crítico; Desempeño creativo-innovador; Autoeficacia docente; Práctica pedagógica; Formadores de docentes; Dispositions à la pensée critique; Performance créative - innovante; Auto-efficacité des enseignants; Pratique pédagogique; Formateurs d’enseignants; Disposições para o pensamento crítico; Desempenho criativo-inovador; Auto-eficácia docente; Prática pedagógica; Formadores de professores

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.