Students’ experiences with graduate education in Brazil. A Confirmatory Factor Analysis Approach

• Felicetti, Vera Lucia ^[1] ; Cabrera, Alberto F. ^[2]
  1. [1] La Salle University

     La Salle University

     City of Philadelphia, Estados Unidos

     
  2. [2] American University

     American University

     Estados Unidos

     
• Localización: Revista de investigación educativa, RIE, ISSN-e 1989-9106, ISSN 0212-4068, Vol. 40, Nº 2, 2022, págs. 319-339
• Idioma: inglés
• DOI: 10.6018/rie.513171
• Títulos paralelos:
  • Experiencias de estudiantes de posgrado en educación en Brasil. Un enfoque de análisis factorial confirmatorio
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Evaluar la formación de los estudiantes de posgrado es una tarea compleja. Después de todo, la educación de posgrado es el resultado de un proceso complejo que involucra experiencias de curso, enseñanza, participación en el aprendizaje, dominio de habilidades, la capacidad de tra-bajar con otros y la satisfacción con lo que se aprende. Este artículo informa los resultados de un estudio que busca ayudar en la evaluación de la educación de posgrado en Brasil mediante la prueba de un instrumento de encuesta destinado a capturar experiencias de educación de posgrado. El análisis factorial confirmatorio, basado en 462 estudiantes de posgrado de pro-gramas de educación de maestría y doctorado de seis universidades brasileñas, indica que las experiencias de los estudiantes con la educación de posgrado subrayan tres construcciones interrelacionadas: comprometimiento en el aprendizaje, aprendizaje colaborativo y crecimiento intelectual. El instrumento de encuesta puede contribuir a la autoevaluación de los Programas de Posgrado en Educación, a las facultades y universidades, mientras que también puede con-tribuir con la evaluación periódica por parte de agencias de acreditación como la Coordinación Brasileña para el Perfeccionamiento del Personal de Educación Superior (CAPES) de Brasil.

  • English

    Assessing graduate student education is a complex task. After all, graduate education is the result of a complex process involving course experiences, teaching, engagement in learning, mastery of skills, the ability to work with others and satisfaction with what is learned. This paper reports the results of a study seeking to document underlying dimensions of student experiences with their graduate education programs in Brazil. Confirmatory factor analysis reveals that student experiences with graduate education underscore three interrelated constructs: Engagement in learning, Collaborative Learning, and Intellectual Growth. The survey instrument that informed this study can contribute to the self-assessment of Graduate Programs in Education by accreditation agencies as the Brazilian’s Coordination for the Improvement of Higher Education Personnel (CAPES).

     

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