Search results for: Intelligence
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The purpose of this study was to assess the emotional intelligence (EI) of the student in the process of training for teaching in secondary schools. The findings reveal that the participants show acceptable levels of EI and skills that are adequate to feel, express and understand their emotions according to the criteria that each of the instruments used present: MSCEIT and TMMS-24. Furthermore, the authors found differences among students enrolled in the various specialities of the Master’s degree in Teacher Training in some aspects of EI, namely in the strategic EI area and the branch of emotional management in the Physical Education and Educational Guidance specialities.
Updated: Jun. 10, 2018
Teachers’ Implicit Theories of Intelligence: Influences from Different Disciplines and Scientific Theories
This study aimed to investigate if teachers within different disciplines hold different beliefs about implicit theories of intelligence and secondly to provide a better understanding of the scientific theories of intelligence in relation to the implicit. The authors also investigated if preferences for implicit theories of intelligence have anything to do with age or experience among teachers. The findings revealed that teachers from language, social science and practical disciplines had a significant preference for an incremental theory of intelligence compared to an entity theory of intelligence whilst the teachers in mathematics did not. The results from this study also show that (1) older and more experienced teachers and (2) younger and less experienced teachers had a stronger preference toward entity theories of intelligence.
Updated: Jul. 28, 2015
This paper examines the characteristics of the thinking skill the authors call “melioration” i.e., the competence to borrow a concept from a field of knowledge supposedly far removed from his or her domain, and adapt it to a pressing challenge in an area of personal knowledge or interest. This paper relates melioration to existing theories of intelligence, taking the position that human cognitive/intellectual functioning is in part the ability to learn or think in the framework of familiar systemic concepts, and in part the ability to learn or think with new systemic concepts that are then available for future application.
Updated: Jan. 12, 2009