Teacher Behavior Checklist and Implicit Relational Assessment Procedure in teacher evaluation
Descripción del Articulo
The 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 be...
| Autores: | , , , , |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2022 |
| Institución: | Pontificia Universidad Católica del Perú |
| Repositorio: | Revistas - Pontificia Universidad Católica del Perú |
| Lenguaje: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/24628 |
| Enlace del recurso: | http://revistas.pucp.edu.pe/index.php/psicologia/article/view/24628 |
| Nivel de acceso: | acceso abierto |
| Materia: | Teacher Behavior Checklist Implicit Relational Assessment Procedure Effective teaching Enseñanza eficaz Teacher behavior checklist Enseignement efficace Ensino eficaz |
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Revistas - Pontificia Universidad Católica del Perú |
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Teacher Behavior Checklist and Implicit Relational Assessment Procedure in teacher evaluation Teacher Behavior Checklist e Implicit Relational Assessment Procedure en la evaluación docente Teacher Behavior Checklist e Implicit Relational Assessment Procedure dans l’évaluation des enseignants Teacher Behavior Checklist e Implicit Relational Assessment Procedure na avaliação de professores |
| title |
Teacher Behavior Checklist and Implicit Relational Assessment Procedure in teacher evaluation |
| spellingShingle |
Teacher Behavior Checklist and Implicit Relational Assessment Procedure in teacher evaluation Neves Balan, Raquel Teacher Behavior Checklist Implicit Relational Assessment Procedure Effective teaching Teacher Behavior Checklist Implicit Relational Assessment Procedure Enseñanza eficaz Teacher behavior checklist Implicit Relational Assessment Procedure Enseignement efficace Teacher Behavior Checklist Implicit Relational Assessment Procedure Ensino eficaz |
| title_short |
Teacher Behavior Checklist and Implicit Relational Assessment Procedure in teacher evaluation |
| title_full |
Teacher Behavior Checklist and Implicit Relational Assessment Procedure in teacher evaluation |
| title_fullStr |
Teacher Behavior Checklist and Implicit Relational Assessment Procedure in teacher evaluation |
| title_full_unstemmed |
Teacher Behavior Checklist and Implicit Relational Assessment Procedure in teacher evaluation |
| title_sort |
Teacher Behavior Checklist and Implicit Relational Assessment Procedure in teacher evaluation |
| dc.creator.none.fl_str_mv |
Neves Balan, Raquel Bender Haydu, Verônica Henrique de Almeida, João Oliveira Henklain, Marcelo Henrique Zacyntho Zacarin, Marcela Roberto |
| author |
Neves Balan, Raquel |
| author_facet |
Neves Balan, Raquel Bender Haydu, Verônica Henrique de Almeida, João Oliveira Henklain, Marcelo Henrique Zacyntho Zacarin, Marcela Roberto |
| author_role |
author |
| author2 |
Bender Haydu, Verônica Henrique de Almeida, João Oliveira Henklain, Marcelo Henrique Zacyntho Zacarin, Marcela Roberto |
| author2_role |
author author author author |
| dc.subject.none.fl_str_mv |
Teacher Behavior Checklist Implicit Relational Assessment Procedure Effective teaching Teacher Behavior Checklist Implicit Relational Assessment Procedure Enseñanza eficaz Teacher behavior checklist Implicit Relational Assessment Procedure Enseignement efficace Teacher Behavior Checklist Implicit Relational Assessment Procedure Ensino eficaz |
| topic |
Teacher Behavior Checklist Implicit Relational Assessment Procedure Effective teaching Teacher Behavior Checklist Implicit Relational Assessment Procedure Enseñanza eficaz Teacher behavior checklist Implicit Relational Assessment Procedure Enseignement efficace Teacher Behavior Checklist Implicit Relational Assessment Procedure Ensino eficaz |
| description |
The 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. |
| publishDate |
2022 |
| dc.date.none.fl_str_mv |
2022-01-03 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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http://revistas.pucp.edu.pe/index.php/psicologia/article/view/24628 |
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http://revistas.pucp.edu.pe/index.php/psicologia/article/view/24628 |
| dc.language.none.fl_str_mv |
por |
| language |
por |
| dc.relation.none.fl_str_mv |
http://revistas.pucp.edu.pe/index.php/psicologia/article/view/24628/23380 |
| dc.rights.none.fl_str_mv |
Derechos de autor 2023 Revista de Psicología info:eu-repo/semantics/openAccess |
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Derechos de autor 2023 Revista de Psicología |
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openAccess |
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application/pdf |
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Pontificia Universidad Católica del Perú |
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Pontificia Universidad Católica del Perú |
| dc.source.none.fl_str_mv |
Revista de Psicología; Vol. 40 Núm. 1 (2022); 553-577 Revista de Psicología; v. 40 n. 1 (2022); 553-577 2223-3733 0254-9247 reponame:Revistas - Pontificia Universidad Católica del Perú instname:Pontificia Universidad Católica del Perú instacron:PUCP |
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Pontificia Universidad Católica del Perú |
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PUCP |
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PUCP |
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Revistas - Pontificia Universidad Católica del Perú |
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Revistas - Pontificia Universidad Católica del Perú |
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1844706537676734464 |
| spelling |
Teacher Behavior Checklist and Implicit Relational Assessment Procedure in teacher evaluationTeacher Behavior Checklist e Implicit Relational Assessment Procedure en la evaluación docenteTeacher Behavior Checklist e Implicit Relational Assessment Procedure dans l’évaluation des enseignantsTeacher Behavior Checklist e Implicit Relational Assessment Procedure na avaliação de professoresNeves Balan, RaquelBender Haydu, VerônicaHenrique de Almeida, JoãoOliveira Henklain, Marcelo HenriqueZacyntho Zacarin, Marcela RobertoTeacher Behavior ChecklistImplicit Relational Assessment ProcedureEffective teachingTeacher Behavior ChecklistImplicit Relational Assessment ProcedureEnseñanza eficazTeacher behavior checklistImplicit Relational Assessment ProcedureEnseignement efficaceTeacher Behavior ChecklistImplicit Relational Assessment ProcedureEnsino eficazThe 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.La 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.L’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.A 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.Pontificia Universidad Católica del Perú2022-01-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://revistas.pucp.edu.pe/index.php/psicologia/article/view/24628Revista de Psicología; Vol. 40 Núm. 1 (2022); 553-577Revista de Psicología; v. 40 n. 1 (2022); 553-5772223-37330254-9247reponame:Revistas - Pontificia Universidad Católica del Perúinstname:Pontificia Universidad Católica del Perúinstacron:PUCPporhttp://revistas.pucp.edu.pe/index.php/psicologia/article/view/24628/23380Derechos de autor 2023 Revista de Psicologíainfo:eu-repo/semantics/openAccessoai:ojs.pkp.sfu.ca:article/246282023-09-28T15:19:52Z |
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13.424744 |
Nota importante:
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
