Adaptación transcultural del Test de Yoder sobre competencias socioemocionales para docentes de secundaria

Mario Armando Cartagena Beteta, María Inmaculada Pedrera Rodríguez, Francisco Ignacio Revuelta Domínguez

Resumo


Este estudio, como parte de una investigación doctoral, contribuye a la profundización sobre la salud socioemocional de los educadores para el ejercicio docente. Para dicho fin, se realizó el análisis psicométrico de la prueba de Yoder (2014) quien caracteriza las competencias socioemocionales del Colaborative for Academic, Social and Emotional Learning para promover la reflexión pedagógica en base a las actuaciones del docente en el aula de clase. En total participaron 380 maestros pertenecientes a las siete Unidades de Gestión Educativa Local de Lima Metropolitana. Se determinó la validez y confiabilidad; así como los baremos de interpretación. Los resultados evidencian coeficientes estadísticamente significativos y la reorganización de los ítems respetando su contenido y las dimensiones originales del test. La conclusión más relevante es que este estudio aporta un instrumento de medida adaptado a la realidad sociocultural de los profesores peruanos. Además, permitirá realizar investigaciones en el campo de la emoción docente y diseñar programas de formación para maestros en servicio.


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DOI: http://dx.doi.org/10.22347/2175-2753v15i47.3985



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Principios Norteadores para o Avaliador

Guiding Principles for Evaluators American Evaluation Association (AEA)

Com o proposito de guiar o trabalho dos profissionais de avaliação e assegurar a etica de sua atuacao, a American Evaluation Association (AEA) - Associacao Profissional de Avaliadores - estabeleceu cinco principios norteadores aqui resumidos:

1.  Indagacao Sistematica, no que se refere à capacidade de coletar dados utilizando tecnicas apropriadas e comunicando metodos e abordagens com a devida transparencia para permitir acesso e critica.

2.  Competencia, no que se refere a demonstrar atuacao competente perante os envolvidos no processo avaliativo e desenvolver continuamente sua capacidade para alcancar o mais alto nivel de desempenho possivel.

3.  Integridade/Honestidade, no que se refere a assegurar honestidade e integridade ao longo de todo o processo avaliativo, negociando com os envolvidos e interessados na avaliação e buscando esclarecer e orientar procedimentos que venham provocar distorcoes ou indevidas utilizacoes.

4.  Respeito pelas pessoas, no que se refere ao respeito pela seguranca, dignidade e auto-valorizacao dos envolvidos no processo avaliativo, atuando sempre com etica profissional, evitando riscos e prejuizos que possam afetar os participantes para assegurar, o melhor possivel, o respeito às diferencas e o direito social de retorno dos resultados, aos envolvidos.

5.  Responsabilidade pelo bem estar geral e público, no que se refere a levar em consideracao a diversidade de interesses e valores que possam estar relacionados ao público em geral,buscando responder nao somente às expectativas mais imediatas, mas tambem às implicacoes e repercussoes mais amplas e, nesse sentido, disseminar a informacao sempre que necessario.

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