Resumen

TAPIA CCALLO, Vilma Valeriana  y  TIPULA MAMANI, Francisco Marino. Teaching performance and pedagogical beliefs of the university Teacher in the University Toribio Rodríguez of Mendoza of Amazonas - Peru. Comuni@cción [online]. 2017, vol.8, n.2, pp.72-80. ISSN 2219-7168.

The pedagogical beliefs in the teaching of university teachers allow to emphasize that there are different forms, styles and strategies of teaching; as a consequence of the training activities, imitation of good teachers, and self-correction of their own mistakes. The purpose of the research was to evaluate the effect of the pedagogical beliefs on the teaching performance of the university professor of the National University Toribio Rodríguez de Mendoza of Amazonas. The research was descriptive with a causal correlational design; the instruments applied were the questionnaire of teacher performance competencies and the interview questionnaire of pedagogical beliefs. The results obtained with respect to the causal correlation between the pedagogical beliefs and the competences of the teaching performance, with Chi-square of homogeneity, was X² = 17.78; the use of space is the predominant competence in 67%, teachers have predominant beliefs in the cognitive approach in 47% and are behaviorists 24%. Concluding that the pedagogical beliefs influence the competences of the teaching performance of the university professor; the use of space is the most prevalent competence among students; and have pedagogical beliefs predominant in the cognitive approach

Palabras clave : teacher performance; beliefs and evaluation.

        · resumen en Español     · texto en Español     · Español ( pdf )