Este trabajo lleva por título, Teorías Implícitas de la Creatividad y Formación Docente: Los Significados de la Creatividad en la Licenciatura en Educación Preescolar para el Medio Indígena, 1990, es producto de la investigación realizada en la Unidad 071 de la Universidad Pedagógica Nacional, de Tuxtla Gutiérrez, Chiapas, México, durante el periodo de 2004 – 2009. Se pretendió identificar los significados que los estudiantes-profesores y asesores de la Licenciatura en Educación Preescolar para el Medio Indígena, plan 1990 (LEPMI’90) atribuían a la Creatividad, para comprender el Ser Creativo de estos actores educativos, partiendo de la reflexión de que el término Creatividad podría tener diferentes significados para los individuos dependiendo del grupo social de pertenencia, de los espacios sociales donde estudian o trabajan y de la posición que ocupan. Los objetivos específicos de investigación fueron identificar los significados que le atribuyen a la creatividad los estudiantes-profesores de la LEPMI, analizar el proceso de construcción de los significados a través de un ejercicio exploratorio para identificar sus concepciones sobre el término, identificar y analizar el concepto que tienen estos actores educativos de sí mismos y de sus alumnos como creativos y el valor que le atribuyen, así como identificar y analizar los factores que contribuyen al desarrollo del autoconcepto o autovaloración positiva o negativa de los estudiantes-profesores y asesores con relación a ser creativos. El diseño de esta investigación fue de tipo exploratorio fenomenológico y se empleó una metodología cualitativa, porque el objeto de estudio así lo requería, ya que se trataba de descubrir, entender el fenómeno de la Creatividad y su significación en la formación docente de la Licenciatura en Educación Preescolar para el Medio Indígena, 1990, desde la perspectiva subjetiva de cada participante y desde la perspectiva construida colectivamente; por sus objetivos, la investigación fue de tipo básica y no fue una investigación aplicada. Para la elaboración de los instrumentos que permitieron recolectar, organizar y sistematizar la información se atendieron las indicaciones de Abric (2001) referidas a los métodos interrogativos y asociativos. Como la comprensión y explicación de los significados de Creatividad no se agotan en un solo constructo teórico, se realizó el ejercicio de articular tres constructos: Las Teorías Implícitas, Representaciones Sociales y la Filosofía del Lenguaje, específicamente la Semántica y la Pragmática. / This work titled Implicit Theories of the Creativity and Teacher Formation: The importance of Creativity in the education of preschool teachers in indigenous communities, 1990, is the result of the research done, from 2004 to 2009, by Unit 071 of the Universidad Pedagógica Nacional, Tuxtla Gutiérrez. Chiapas. México. The research sought to define the meaning that student-teachers and assessors from the program attribute to the concept of Creativity, in order to understand the creativity of these educators, starting from the idea that the term, creativity, may have different meanings for individuals depending on their social group, the social environment where they work and study, and the social position they actually occupy. The specific research objectives were to identify the meanings attributed to the creativity of students, teachers LEPMI’1990, analyze the process of construction of meaning through an exploratory exercise to identify their conceptions about the term, identify and analyze the concept who have these educational actors themselves and their students as creative and value attributed to him, and to identify and analyze factors contributing to the development of self-concept or self-worth positive or negative student-teachers and advisers in relation to be creative. The design of the investigation was Exploratory Phenomenology, using the 'Qualitative method, due to the objectives’ requirements, now that researchers have tried to understand the phenomenon of creativity and its significance in the education of pre-school teachers in indigenous communities, from a subjective perspective of each participant and from the constructed collective perspective; for its objectives, the investigation was basic and not applied. The elaboration of the instruments that allowed the collection, organization and systemization of the information followed the Abric (2001) indications referring to the interrogative and associative methods. As the understanding and explanation of the characteristics of creativity cannot be covered in only one theoretical construct, we carried out the exercise of joining three constructs: The Implicit Theories, Social Representations and Language Philosophy, specifically the semantic and pragmatic

No description available.

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 109-127).

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2010.

This study built upon the theoretical feedback process of Ilgen, Fisher and Taylor (1979), as refined by Kinicki, Prussia, Wu, & Mckee-Ryan (2004), to contribute to a more comprehensive understanding of the mechanism underlying an individual's response to performance feedback. The feedback model implicates source credibility and the feedback-rich environment as critical elements in the process explaining recipient accuracy perceptions and responses. Thus the sign and perceived accuracy of performance feedback were investigated in a 3 x 3 (plus control) experimental design. One hundred fifty-six undergraduate students were randomly assigned to feedback conditions, in which they performed on a three-trial Lego model reproduction task. After trial one, participants received false feedback from a confederate supervisor. The feedback was based on fictional norm tables, which framed the participant's performance as falling into the 70th percentile (positive), 50th percenti le (average), or 30th percentile (negative) according to condition. The supervisor then supplemented the norm tables with conclusive comments designed to be perceived as positive distortion of the norm table feedback, reinforcement of norm tables (accurate feedback), or negative distortion of the norm tables. Performance time, errors, task-specific self-efficacy, self-assessment of performance, and self-report effort-expended data were collected on trials one through three. The results indicated a significant interaction between feedback sign and perceived feedback accuracy on participant performance (F(4,132) = 3.72, p < 0.01), whereby the performance in the positively distorted-positive sign feedback condition was significantly higher than performance in the positively distorted-negative sign feedback condition. When the feedback was perceived to be accurate, negative sign feedback resulted in significantly better performance compared to the positive feedback condition (contrar y to previous research). Task-specific self-efficacy was not found to mediate the relationship between type of feedback and performance, and no significant effect of feedback sign or perceived feedback accuracy on task-specific self-efficacy was found. These findings provide possible explanation as to why supervisors tend to positively distort both sign and accuracy in performance appraisals (e.g., Benedict & Levine, 1988). Implications for theoretical expansion of the feedback process model, and application to workplace performance management are discussed.

In this paper was reached to examine the higher forms pupils‘ study motivation, self-assessment and study success; to set down pupils‘ study and march motivation, self-assessment and progress interconnections in this work. It was set down that the connection between motivation and study progress is statistically important. It means, that pupils who have higher study motivation get better assessment of their study results. Study progress correlate with study motivation statistically importantly and positively. It is why, when it is strong study motivation, there are high marks of the study progress. It was also set down the older students are in the higher forms, the better academic results they reach. Researching the connection of cognitive self-assessment with emotionalself-assessment it was noticed the statistically important and positive correlation. Consequently, if one assesses himself logically, rationally well, his positive, warm, kindly emotional assessment is getting higher.

The assessment system in Lithuanian schools is too much orientated in a final knowledge of a student and grading that knowledge with actual marks. This does not go along with the goals of education, expected results, and nowadays’ methods. The very new definition, as a helping process of learning, of the assessment is based on the documents that are regulating school’s education content in the country. Assessment is a constant process of storing information about student’s progress in learning, achievements, interpretations, and generalizations. Self-assessment is when a student makes decisions about his or her progress and achievements based on self-analysis and comparison of present and previous achievements. Also, foreseeing the next learning goals and the strategies to reach them. When the general programs and development standards were renewed the dance and theater subjects were added among the other subjects of art. There is no unified program of evaluating the theater subject, however the aims, principles, and the criteria of assessment are clearly stated in General programs. Students are used to being evaluated and getting remarks on their work. On the other hand, the most important aim of assessment is to help the student to get to know him/herself, to understand his/her strong and weak sides, evaluate the level of his/her achievements. The adoption of self-assessment in the process of education fits best for the students of the 5th grade during the transition... [to full text]

This analyses the assessment of competence for the primarys schools teachers. It is very important to overlook the requirements of society and the teacher‘s self assessment. There are lots of reasons why task for schools becomes more and more challenging. And a person, who realizes all these tasks, is a teacher. He needs to make a group, where he can collaborate with principle, other teachers, micro and macro environment. So teacher becomes a person, who stands between the society and a child. Although teacher is trying to do his work as well as he can, but as society requires more from teacher, it makes more challenging work in competences area for the teacher. So it is important to see how teacher is able to look at the problem and if he is able to solve it.

Žadinant mokinių interesą meno, kūrinių studijoms ypač svarbus asmeninis vertinimas, skatinantis visavertišką asmens kultūros raidą. Tačiau pedagoginė praktika rodo, kad paties meniškumo išmatavimas ir jo įvertinimas yra labai problematiškas dalykas, juo labiau šiandienos kultūrinėje terpėje, kada tos meniškumą apibrėžiančios normos patiria netikėčiausius pasikeitimus, kuriuos pripažįsta ir naujoji meno teorija, ir meno istorija, teigiančios, kad nūdienos dailėje niveliuojasi meno ribos, blanksta demarkacinės žanrų linijos, kinta pati grožio sąvoka, o meno funkcijos klausimas taip pat tampa svarstytinas. Todėl šiame darbe siekiama išsiaiškinti, kaip profesionalaus istoriškai reikšmingo kūrinio vertinimas veikia paties mokinio meninę raišką, taikant tuos kriterijus ir normas, kuriais pats mokinys vertina profesionalų kūrinį. Tai apsprendžia darbo naujumą. Tyrimo tikslas – ištirti vizualinės raiškos pokyčius taikant įsivertinimo metodą. Tyrimo objektas – 9 klasės mokinių vizualinės raiškos rezultatų įsivertinimas. Tyrimo hipotezė – taikant savivertės metodą, gerėja paauglių vizualinė raiška. Tyrimo uždaviniai: aptarti mokinių mokymosi pažangos ir pasiekimų vertinimo kaitą ugdymo procese, atskleisti savivertės esmę ir paskirtį; atskleisti dailės kūrinių vertinimo reikšmę paauglių kūrybiniai veiklai; išnagrinėti kaip kinta vizualinė raiška, taikant savivertės metodą. Tyrimo metodika: įvairios literatūros analizė; apklausos metodas... [toliau žr. visą tekstą] / To interest students in art studies personal assessment is very important because it encourages students‘ cultural development. However,teaching practice shows that measuring art skills and its evaluation is a complicated issue, especially in today‘s cultural surroundings when art describing requirements experience unexpected changes which are acknowledged by a new art theory and art history. They claim that differences among art forms are disappearing, the notion of beauty is changing and the function of art is also in question.That is why this research tends to clarify how a historically important professional piece of art affects students‘ artistic expression, applying those criteria requirements which a student himself chooses to assess.It brings in a new look on a piece of art. The aim of the research is to analyse the changes of visual expression applying a self-assessment method. The object of the research: the assessment of the results of visual expression of the 9th formers. The hypothesis of the research: when applying self assessment method the students‘ visual expression improves. The goals of the research: to analyse the students‘ change in academic achievements and assessment in the process of teaching; to disclose the essence and the purpose of self-assessment; to show the importance of works of art to... [to full text]

Technologijų edukologijos magistro baigiamojo darbo tema aktuali, nes būtina toliau tęsti ir įgyvendinti mokinių vertinimo / įsivertinimo reformą. Tinkamai organizuotas vertinimas / įsivertinimas gali tapti puikia mokymosi motyvacijos skatinimo priemone. Svarbu siekti, kad ji būtų kuo palankesnė ir įvairesnė ir svarbiausia skatintų mokinių norą mokytis. Įsivertinimo metodų pagalba mokiniai gali patys atsakyti už savo ugdymosi procesą ir jo rezultatą. Tokiu būdu jie geriau suvokia savo padarytą pažangą. / This thesis focuses on students’ assessment and self-assessment. Assessment and self-assessment may motivate students and encourage them to live up to their true potential. Moreover, using different methods of assessment, students may control their learning process and results. Assessment has to be used to promote learning – not just measure it.