Design and validation of an instrument to evaluate the teaching practice focused on metacognition in the classroom
Diseño y validación de un instrumento para evaluar la práctica docente centrada en la metacognición en el aula
Desenho e validação de um instrumento para avaliar a prática docente centrada na metacognição na sala de aula
| 2020 | |
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competencia metacognición socioformación docencia competence metacognition social learning teaching competência metacognição socioformação docência |
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| Español | |
| Universidad ORT Uruguay | |
| RAD | |
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https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2981
http://hdl.handle.net/20.500.11968/4263 |
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| Acceso abierto | |
| http://creativecommons.org/licenses/by/4.0 |
| Sumario: | In order to face the challenges towards a knowledge society, teachers need the use of instruments to identify and be aware of their interventions in the classrooms, for students to develop metacognitive skills. This will allow them to learn through their life and to face, in a competitive and autonomous way, situations they may encounter. This will be possible if strategies oriented to knowledge and regulation of their own cognition were implemented in the classrooms. Considering the above, the aim of this article is to present about and validate the instrument known as Teaching Intervention Scale Oriented to Promote Metacognition in the Classroom [in Spanish EIDOPMA, from the initials of Escala de Intervención Docente Orientada a Promover la Metacognición en el Aula]. The purpose of this instrument is to help teachers to identify and lead the actions they carry out towards the development of metacognition in their students. In order to fulfill the objective, the following six stages were implemented: 1) revision of existing instruments to get a diagnosis on the use and promotion of metacognitive strategies; 2) design and construction of the instrument based on a Likert type scale; 3) revision and improvement of the instrument by a group of three experts; 4) content validation by a group of 13 expert judges in the field; 5) application of the instrument to a pilot group consisting of 12 teachers; and 6) final improvement of the instrument based on the judges’ suggestions and assessment. Main results for these phases were: the instrument was approved by the experts; contents were validated by expert judges with Aiken’s V value for all items over 0.8 for relevance and wording criteria; good level of understanding of instructions and items was reached, as well as good satisfaction regarding the instrument by the pilot group. Conclusion: these results indicate that the instrument developed may be considered relevant and valid to identify and lead teachers’ intervention for metacognition development in the classroom. |
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