Enseñanza en la educación primaria y valoresdiferencias entre España e Italia
- Di Loreto, Martina
- Caggiano, Valeria
- Carbonero, Miguel
ISSN: 0214-9877
Year of publication: 2014
Issue Title: LA PSICOLOGÍA DE HOY
Volume: 4
Issue: 1
Pages: 51-62
Type: Article
More publications in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología
Sustainable development goals
Abstract
Primary School teachers carry out a crucial role in education and future adults development, therefore it turns out to be fundamental to study their educational styles to identify the necessary competencies and skills to provide an education as complete and balanced as possible. The present research, starting from the already undertaken Spanish studies using the ECAD-EP scale (Self-Percieved Competencies Evaluation Scale), aims to investigate theaching styles inside an italian sample of primary school’s theachers, to compare them with the Spanish datas. Beside that, it deepens the personal values topic, to highlight the latter’s influence on theachers’ theaching styles.
Bibliographic References
- Bandura, A. (1996). Self-efficacy: The exercise of control. New York: Freeman.
- Brady, Laurie (2011) Teacher Values and Relationship: Factors in Values Education. Australian Journal of Teacher Education: Vol. 36: Iss. 2, Article 5
- Caprara, G. V., Scabini, E., Steca, P., & Schwartz, S. H. (2011) (Eds.). I valori nell’Italia contemporanea [Values in contemporary Italy]. Milan, Italy: Franco Angeli.
- Caprara, G.V., Scabini, E., Steca, P., & Schwartz S.H. (eds.) (2011). I valori nell’Italia contemporanea. Milano: FrancoAngeli.
- Liston, D., y Zeichner, K. M. (1993). La formación del profesorado y las condiciones sociales de la enseñanza. Madrid: Morata.
- Lovat, T., Toomey, R., & Clement, N. (Eds.). (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer. p. 261-272.
- Madariaga, J. M., y Goñi, A. (2009). Psychosocial Development. Revista de Psicodidáctica, 14(1), 95-118.
- Ros, M., Schwartz, S. H., & Surkiss, S. (1999). Basic individual values, work values, and the meaning of work. Applied Psychology: An International Review, 48, 49 – 71.
- Sandulli A . (2003), Il sistema nazionale di istruzione, Il Mulino, Bologna.
- Schwartz, S. H. (1994). Are there universal aspects in the structure and contents of human values? Journal of Social Issues, 50, 19-45.
- Schwartz, S. H., & Bardi, A. (2001). Value hierarchies across cultures: Taking a similarities perspective. Journal of Cross Cultural Psychology, 32, 268 –290.
- Schwartz, S. H., Melech, G., Lehmann, A., Burgess, S., & Harris, M. (2001). Extending the crosscultural validity of the theory of basic human values with a different method of measurement. Journal of Cross Cultural Psychology, 32, 519-542.
- Shavelson, R. J., y Stern, P. (1989). Investigación sobre el pensamiento pedagógico del profesor, sus juicios, decisiones y conducta. En J. Gimeno Sacristán y A. Pérez Gómez. (Eds.), La enseñanza: su teoría y su práctica (pp. 372-419). Madrid: Ediciones Akal.
- Tirri, K. (2010). Teacher values underlying professional ethics, in T. Lovat, R. Toomey and N. Clement (Eds). International research handbook on values education and student wellbeing. Dordrecht: Springer.
- Valdivieso, J., Carbonero M. A. y Martín L. J. (2013). La competencia docente autopercibida del profesorado de Educación Primaria: Un nuevo cuestionario para su medida. Revista de Psicodidáctica, 18(1), 47-80.
- Zeichner, K. (1993). Traditions of practice in U.S. preservice teacher education programs. Teaching and Teacher Education, 9(1), 1-13. doi: 10.1016/0742-051X(93)90011-5.