Cognitive Processes and Creative Lateral Thinking in Students of the Naval School of Peru

Abstract

The present research focused on identifying the influence of cognitive processes in the creative lateral thinking of high school students. The work was developed under the positivist paradigm; it was classified as basic, of explanatory level, with quantitative approach, non-experimental design and cross-sectional. The sample, calculated through probabilistic sampling, consisted of 221 students. Two data collection instruments were used: the cognitive processes questionnaire and the lateral thinking questionnaire, which were subjected to content validity by expert judgment and reliability and internal consistency analysis by Cronbach's alpha, reaching values of 0.908 and 0.802, respectively. The analysis of verification by Spearman's rho obtained was 0.762, which determined the significant influence between cognitive processes and lateral thinking. It was concluded that, if procedures and actions that lead to the acquisition of knowledge in a constructive way and by discovery are practiced, creative and perceptive lateral thinking would be developed; then the individual would exhibit imagination and creative behaviors.

Management of Pedagogical Supervision and Teacher Performance in the Teaching of English in Peru

“…Saleh, et al (2016) found that educational supervision has a positive impact on teacher performance, which means that educational supervision contributes to performance improvement in schools. The study by Shakuna et al (2016), in Libya, showed that educational supervision was positively correlated with teacher performance in teaching English and further shows that training programs play an important role as mediators; thus, causing a greater indirect positive impact of educational supervision on teacher performance, having congruence with what Relaiza et al (2021) and Guevara, et al 2021 stated. The current approach to pedagogical supervision, both in Peru and in Latin America, balances the functions of control and monitoring (planning, data collection and analysis, evaluation, feedback and document verification) with those of pedagogical accompaniment (reflection, inquiry, decision making, self-direction and cooperation), even giving greater preponderance to the latter. In the last 10 years, a great effort has been made to move from a prescriptive, controlling and critical supervision approach to a collaborative, guiding, reflective supervision that seeks to promote the training, growth and professional development of teachers for the benefit of student learning.…”