ARTICLE | doi:10.20944/preprints202212.0306.v1
Subject: Social Sciences, Education Keywords: Empathy; Emotional Education; Emotional Intelligence; Emotional competences; pre-primary Education
Online: 16 December 2022 (14:05:19 CET)
Today, concepts such as Emotional Education and Emotional Intelligence are recognized by many authors and researchers, emphasizing the importance of their development in all people, but especially in schools, specifically in teachers or educators and children. However, we still find many shortcomings within the schools that are needed to continue working. The aim of this study is to investigate the presence of emotional intelligence and empathy in teachers, through a sample of 42 participants. The research was conducted based on two validated and highly reliable assessment tools, called TMMS-24 and TECA. The results of the TMMS-24 indicate that a large percentage of participants have an adequate score of emotional intelligence. The results of the TECA indicate that most of the participants are in the middle, high or extremely high scores in relation to the level of empathy.
ARTICLE | doi:10.20944/preprints202212.0123.v2
Online: 9 December 2022 (10:10:08 CET)
(1) Background: This study aims to validate the use of Bloom's revised taxonomy as an instrument for the design of assessment tests; (2) Methods: A validation has been carried out by external judges, as well as by teachers and students, validating the instrument by means of Aiken's V; (3) Results: Judges, teachers and students consider Bloom's revised taxonomy as an effective tool for the design of assessment tests; (4) Conclusions: Using Bloom's revised taxonomy as a model for designing assessment tests promotes learning.