Validation of a questionnaire on pedagogical performance in initial teacher training students
Validación de un cuestionario sobre desempeños pedagógicos en estudiantes de formación inicial docente
Validação de um questionário sobre o desempenho pedagógico dos alunos da formação inicial docente
| 2025 | |
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práctica pedagógica profesionales de la educación formación docente programa de formación de docentes reforma de la educación pedagogical practice educational professionals teacher training teacher training program education reform prática pedagógica profissionais da educação formação docente programa de formação de professores reforma do ensino |
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| Español | |
| Universidad ORT Uruguay | |
| RAD | |
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https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3998
https://hdl.handle.net/20.500.11968/7570 http://hdl.handle.net/20.500.11968/7570 |
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| Acceso abierto |
| Sumario: | The objective of this study is to describe the psychometric properties of an instrument designed to evaluate the pedagogical performance of students in the field of educational sciences in the northwestern region of México. The participants were 199 higher education students enrolled in bachelor's programs in educational sciences, all of whom were engaged in professional practice in educational settings. Initially, validity analyses were conducted using item response theory. The analysis based on the Rasch model shows the relevance of the items and the participants' ability to respond to them. The results of the exploratory factor analysis and confirmatory factor analysis show that the scales maintain a satisfactory factor structure as well as excellent internal consistency (ω = .90 to .97; α = .90 to .97). The factorial model (χ2= 333.30; gl= 217; p= < .001; CFI = 0.97; TLI = 0.97; GFI = .80; CMIN/DF = 1.56; SRMR = .021; y RMSEA = 0.06 [LO = 0.05; HI = 0.08] indicates that the questionnaire is adequate to evaluate the professional competencies of students who are performing their professional practices. It is concluded that the questionnaire can serve as a complementary tool to assess the relationship between the training of educational sciences students and the real competence demands of educational contexts. |
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