Validación del contenido de un guion de entrevista sobre la competencia digital docente en Educación Superior

Abstract

Resumen: Este artículo presenta un estudio para obtener evidencias de validez del contenido de un guion de entrevista en profundidad, en el marco de una investigación sobre el desarrollo de la competencia digital de profesores universitarios. La técnica utilizada fue la evaluación por juicio de expertos, que se centró en los criterios: claridad, pertinencia e importancia, y contó con la participación de docentes investigadores de México, España y Chile. La revisión integradora de la evaluación incluyó el análisis cuantitativo de las calificaciones de los jueces, mediante el Índice de Validez de Contenido y los estadísticos Kappa de Cohen y Kappa de Fleiss, así como el análisis de contenido de los comentarios. Como resultado se obtuvo una versión acotada del guion de entrevista, incluido como anexo. Además, se identificaron aspectos en debate sobre la conceptualización de esta competencia docente en la Educación Superior.Palabras-clave: Competencia digital; Docente; Educación Superior; Validación; Entrevista. Content validity study of an interview guide about teachers' digital competence in Higher EducationAbstract: This paper presents a study to obtain content validity evidence of an in-depth interview guide, in the context of a research about the development of digital competence in Higher Education teachers. The technique used was the expert judgment panel, focused on the following criteria: clarity, relevance and importance. Professors from Mexico, Spain and Chile participated as experts. The integrative review of the evaluation included statistical analysis, using the Content Validity Index and the Kappa of Cohen and Kappa de Fleiss indexes, as well as the content analysis of the comments made by the judges. As a result, a more focused version RISTI, N.º 32, 06/2019 Validación del contenido de un guion de entrevista sobre la competencia digital docente en Educación Superior of the interview guide was obtained, included as an annex. Furthermore, aspects in debate about the conceptualization of this teachers' competence were compiled.

Investigating primary pre-service teachers' perceptions of nonfiction picturebooks

“…To validate the appropriateness of the questions posed in the phase 1 design, a phase 2 expert judgment was conducted. Expert selection was carried out through the biogram procedure, considering both their academic background and teaching experience, as well as their relevance to the study (Cabrero & Llorente, 2013;in Padilla-Hernández et al, 2019). Thus, three criteria were considered: ( 1 2019).…”

Design and Validation of t-MOOC for the Development of the Digital Competence of Non-University Teachers

“…For the acquisition of these DTC, different competence frameworks have been proposed at the institutional level, such as: "International Society for Technology in Education" [9] for teachers, Unesco ICT competence for teachers, that of the Ministry of Education of Colombia and Chile; that have been analyzed through different works [10][11][12][13][14]. In our context, the one proposed by the European Union and called the "European Framework for Digital Competence of Teachers" or DigCompEdu (European Framework for the Digital Competence of Educators: DigCompEdu) [5,15] is gaining significance.…”