Evidencias de fiabilidad y validez de una escala para la autoevaluación de las prácticas de enseñanza en secundaria

Gutiérrez-Anguiano, Nancy Noemí; López, Alicia Alelí Chaparro Caso

doi:10.22201/iisue.24486167e.2019.167.59193

Cited by 5 publications

(5 citation statements)

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“…In recent years, new instruments have been developed and validated in Mexico to assess the pedagogical practices of basic education teachers (Arregui et al, 2018;Gutiérrez-Anguiano & Chaparro, 2020). These instruments have been adapted from Danielson's Framework of Teaching (Danielson, 2013)-a very extensive four-dimension rubric type (planning and preparation, classroom environment, instruction, and professional responsibilities) taken as a basis for several studies in the USA (Finster & Milanowsky, 2018;Liu et al, 2019).…”

Section: Article In Pressmentioning

confidence: 99%

“…Users rated the rubric with a mean over expected (3.0) in the variables of suitability, understandability, and satisfaction. These aspects are rarely evaluated in similar instruments (see, for instance, Abós-Catalán et al, 2018;Gutiérrez-Anguiano & Chaparro, 2020), which means a relevant contribution of this study to the area. In this regard, it has been possible to establish measuring satisfaction about a scales is important for an assessment tool designing process (Seidman et al, 2018), because, although instruments show high validity and reliability values, frequently they are not suitable for users.…”

Section: Article In Pressmentioning

confidence: 99%

See 1 more Smart Citation

Pedagogical Practices: Design and Validation of SOCME-10 Rubric in Teachers who have Recently Entered Basic Education

Tobón¹,

Hernández²,

Meza³

et al. 2021

Psicología Educativa

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This study was intended to validate a rubric to assess pedagogical practices SOCME 10 in teachers who have recently gone into teaching service in Mexico based on socioformation. Its content validity was determined from a 21 expert evaluation. Highly satisfactory levels of suitability and understandability were obtained in each of the 10 pedagogical practices contained in the instrument (Aiken's V > .80). Afterward, the rubric was administered to 532 Mexican teachers recently recruited for the public education service. Participants expressed high levels of suitability, understandability, and satisfaction concerning the instrument. According to the theoretical rationale, exploratory and confirmatory factor analyses determined the singlefactor nature of the instrument. The factor was identified as "mediation of problem-based training, collaboration, and inclusion." Instrument reliability was Cronbach's alpha (.86). It is concluded that SOCME 10 possesses high levels of content and construct validity, as well as reliability for the target population.Prácticas pedagógicas: diseño y validación de la rúbrica SOCME-10 en profesores de reciente ingreso a la educación básica R E S U M E NEste estudio tuvo como propósito validar la rúbrica SOCME-10 para evaluar las prácticas pedagógicas con base en la socioformación, en profesores que recientemente ingresaron al servicio educativo público de México. Inicialmente, se determinó la validez de contenido a partir de una evaluación de 21 expertos. Al respecto, en cada una de las 10 prácticas pedagógicas establecidas en la rúbrica SOCME-10 se obtuvieron valores satisfactorios en la V de Aiken (V >.80) en pertinencia y comprensión. Posteriormente, se administró la rúbrica a 532 profesores mexicanos que recientemente ingresaron al servicio público educativo. En general, los participantes evaluaron la rúbrica con un nivel adecuado de pertinencia, comprensión y satisfacción. Los análisis factoriales exploratorio y confirmatorio confirmaron la existencia de un único factor en la rúbrica, denominado "mediación de la formación basada en problemas, la colaboración y la inclusión". La confiabilidad medida por el alfa de Cronbach fue de .86. Se concluye que la rúbrica SOCME-10 posee validez de contenido y de constructo, así como confiabilidad para el grupo abordado..

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Section: Article In Pressmentioning

confidence: 99%

Section: Article In Pressmentioning

confidence: 99%

Pedagogical Practices: Design and Validation of SOCME-10 Rubric in Teachers who have Recently Entered Basic Education

Tobón¹,

Hernández²,

Meza³

et al. 2021

Psicología Educativa

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“…Si bien se constata la importancia de contar con instrumentos de autoevaluación y, de manera específica, de aquellos que se enfoquen en las prácticas de enseñanza por parte de los docentes, dichas herramientas: 1) son escasas; 2) en su mayoría, la construcción de los ítems que presentan se limitan sólo a realizar contestaciones de auto-calificación, sin cumplir su fin primero, que es la autoevaluación; y, por último, 3) se enfocan en el nivel básico educativo, comprendido para prescolar, primaria y secundaria (Gutiérrez, 2018).…”

Section: Introductionunclassified

Aportes De La Investigación Para La Educación Media Superior

Peniche¹,

Hernández²,

pedroza³

et al. 2023

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El equipo de investigación del Departamento de Educación de la Universidad Autónoma de Aguascalientes, coordinado por la doctora Rubí Peniche, viene desarrollando desde hace tiempo una muy importante actividad investigadora en el campo de los estudios de eficacia y mejora escolar. Como es sabido, se trata de una línea de investigación de amplio recorrido, dilatada tradición académica y de gran relevancia tanto desde el punto de vista estrictamente académico como del social, habida cuenta de las evidencias que aporta de cara al diseño e implantación de procesos de innovación y mejora escolar

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“…Researchers have focused on assessing the general instructional capability of pre-service teachers. For example, Gutiérrez-Anguiano and Chaparro Caso-López (2020) designed and developed a self-assessment scale to measure teachers’ instructional practice capabilities. Memduholu and Kele (2016) preferred to assess students’ critical thinking and problem-solving abilities.…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Teachers’ Instructional Innovation Capabilities: A Many-Faceted Rasch Model Analysis

Liu,

Sun,

Liu

et al. 2023

Sage Open

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Innovation capability has become a necessary requirement for qualified teachers in the context of informatization. However, the validity and objectivity of existing assessments are unclear. Therefore, this study selected nine researchers to evaluate the instructional innovation capabilities of 60 pre-service teachers from a Chinese normal university. The Many-Faceted Rasch Model (MFRM) was used to measure and analyze the rater severity, difficulty of evaluation criteria, and instructional innovation capability of pre-service teachers. Combined with qualitative analysis, the results showed that most participants had moderate instructional innovation capability, and only certain individuals demonstrated a high level. In addition, innovation related to teaching content and learning activities was easier than innovation related to instructional and evaluation strategies. These results suggest directions for fostering pre-service teachers’ instructional innovation capabilities.

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Evidencias de fiabilidad y validez de una escala para la autoevaluación de las prácticas de enseñanza en secundaria

Cited by 5 publications

References 13 publications

Pedagogical Practices: Design and Validation of SOCME-10 Rubric in Teachers who have Recently Entered Basic Education

Pedagogical Practices: Design and Validation of SOCME-10 Rubric in Teachers who have Recently Entered Basic Education

Aportes De La Investigación Para La Educación Media Superior

Pre-Service Teachers’ Instructional Innovation Capabilities: A Many-Faceted Rasch Model Analysis

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