Evidence of Validity for the Portilho/Banas Teaching Style Questionnaire

Abstract

The use of instruments with evidence of validity in education research brings advances to the production of knowledge. This article reports the stages of a survey of teaching style and the evidence for its validity. One thousand teachers participated in a study of different levels of education. An exploratory factor analysis indicated a structure of four factors in which 55 items had a factorial load greater than .30. The correlation steps made it possible to identify how the four factors are related to each other. As a final result, the questionnaire was composed of 40 items, distributed into groups of 10 items organized by teaching style. Evidence of factorial validity and internal consistency of the items that make up the instrument was seen. Analysis of variance indicated that the scale is sensitive to individual differences in the comparison among the four different teaching styles and the gender and teaching level variables.

Adaptación y validación del cuestionario: estilos de enseñanza (portilho/banas) en el contexto educativo español / ADAPTATION AND VALIDATION OF THE TEACHING STYLES QUESTIONNAIRE (PORTILHO/BANAS) IN THE SPANISH EDUCATIONAL CONTEXT

“…El propósito de este trabajo es realizar los análisis necesarios para validar el instrumento sobre estilos de enseñanza de Portilho/Banas (Batista, Portilho y Rufini, 2015) tras su traducción al castellano y adaptación al contexto educativo español en profesores de Educación Infantil, Primaria, Secundaria, Bachillerato y Universidad a través del análisis de diversos procedimientos estadísticos que se explican a continuación.…”

“…La muestra para la validación estaba formada por 1000 profesores de diferentes niveles de enseñanza. El análisis factorial exploratorio mediante componentes principales, indicó una estructura de cuatro factores en los que se agruparon 40 ítems de escala Likert (Batista, Portilho y Rufini, 2015). Estas componentes dan lugar a cuatro estilos de enseñanza (dinámico, analítico, sistemático y práctico), considerando 10 ítems por estilo.…”

“…Profesores que dan tiempo a los estudiantes para experimentar con los contenidos, que buscan estrategias que promuevan la construcción de soluciones rápidas y aplicadas y que fomentan en clase el trabajo con problemas de la vida cotidiana de los estudiantes 4, 14, 16, 20, 27, 29, 32, 34, 36 y 38 Fuente: Elaboración propia con base en Batista, Portilho y Rufini (2015) …”

Phenomenological Study about Mathematics Teaching Anxiety in the Context of Professional Identity

“…Both Dunn and Dunn (1979) and also Stitt-Gohdes (2001) indicated that instructors teach in the way that they themselves learn more effectively. In the literature, learning styles have been defined as the mediation behavior of an instructor on both students' and instructors' cognitive characteristics (Butler, 1984); the behaviors of an instructor displayed when teaching a course and interacting with their students (Bennet, 1979); a presumptive structure associated with the cluster of an instructor's behaviors (Conti, 1985); the instructor's interaction with students that demonstrates their interest and the provision of support (Hilligoss, 1992); a predisposition towards the attitudes and purposes based on personal and social history and culture, in the teaching-learning transaction (Whittington and Raven, 1995); an instructor's behaviors based on their beliefs and habits, which leads the instructor to guide their thoughts and actions within the classroom (Heimlich and Norland, 2002); and as a set of behaviors and processes that are triggered within each step of the teaching process (Batista, Portilho, and Rufini, 2015).…”

“…Guven et al (2016) 2005). One more recent inventory can be also added to this list, which is the Portilho/Banas Teaching Style Inventory (Batista et al, 2015).…”