Teachers' predominant orientation type shifted in the experimental group between the ascertaining and forming stages, with self-orientation falling from 55% to 19%¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Table 2 reports that in the experimental group objective orientation rose from 24% to 44%, interaction orientation from 21% to 37%, and self-orientation fell from 55% to 19%, while control-group percentages stayed at 24%, 21% and 55%. → Shakuto et al. 2016

Evidence¶

Shakuto et al. 2016¶

Elena A. Shakuto, Evgenij M. Dorozhkin and Anastasia A. Kozlova. (2016). Management of Teacher Scientific-Methodical Work in Vocational Educational Institutions on the Basis of Project-Target Approach. International Journal of Environmental & Science Education, 11(16), 8834-8845. https://creativecommons.org/licenses/by/4.0/

q2 · i? · causal · r1

The evaluation-resultative stage re-applied the ascertaining-stage methods to measure personality orientation, reported in Table 2 as "Predominant orientation type at the ascertaining and forming stages" with control and experimental group percentages; the article states "The presented materials showed essential changes in all the criteria". No effect size is printed.

"At this stage of the experiment to define the deve lopment of knowledge, skills, professional reflexion, personality orientation (Table 2), and self -esteem, an evaluation procedure was provided."

Discussion¶

Related Claims¶

• In the experimental group the share of teachers with adequate self-esteem rose to 58% and low self-esteem fell to 13% during the training program, while the control group stayed the same — related