Diseño y validación de un cuestionario para evaluar oportunidades de práctica pedagógica, metacognición y «lifelong learning», brindadas por los programas de formación inicial docente

• Kiomi Matsumoto-Royo ^[1] ; María-Soledad Ramírez-Montoya ^[2] ; Paulette Conget ^[1]
  1. [1] Universidad del Desarrollo

     Universidad del Desarrollo

     Santiago, Chile

     
  2. [2] Instituto Tecnológico y de Estudios Superiores de Monterrey

     Instituto Tecnológico y de Estudios Superiores de Monterrey

     México

     
• Localización: ESE: Estudios sobre educación., ISSN 1578-7001, Nº. 41, 2021
• Idioma: español
• DOI: 10.15581/004.41.009
• Títulos paralelos:
  • Design and validation of a questionnaire to assess opportunities for pedagogical practice, metacognition and lifelong learning offered by initial teacher education programs
• Enlaces
  • Texto completo
• Resumen
  • español

    El objetivo del estudio fue diseñar y validar un cuestionario para recoger información respecto de las oportunidades que brindan los programas de formación inicial docente de aproximarse a la práctica pedagógica, de desarrollar habilidades de procesamiento metacognitivo y de adoptar el lifelong learning. El instrumento fue diseñado conforme a la literatura y validado usando el método Delphi. Fue aplicado en una muestra de 198 estudiantes de Pedagogía. Luego de ajustes en función de los resultados de un análisis factorial confirmatorio, se obtuvo una versión de alta validez y confiabilidad. El cuestionario está organizado en tres dimensiones y 24 reactivos y permite estudiar desde la perspectiva de los estudiantes las acciones de los programas de formación docente, constituyendo un marco referencial para orientar las decisiones de ajuste e innovación en este ámbito de formación.

  • English

    The aim of this work was to design and validate a questionnaire to collect information regarding the opportunities offered by initial teacher education programs, of pedagogical practice, metacognitive processing skills development and lifelong learning adoption. The instrument was designed according to the literature and validated using Delphi method. It was applied in a sample of 198 students. After adjustments based on the results of confirmatory factor analysis a version of high validity and reliability was achieved. It organized in three dimensions and 24 items. The questionnaire allows to study, from student perspective, the actions of teacher education programs and constitutes a frame of reference to guide decisions on adjustment and innovation in this training area.

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