Publication: Propiedades
psicométricas
del
instrumento
prácticas
derivadas
del
aprendizaje
social
del
profesorado
Authors
Hurtado Espinoza, Ana Karen ; Madueño Serrano, María Luisa
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Murcia
publication.page.editor
publication.page.department
DOI
item.page.type
info:eu-repo/semantics/article
Description
Abstract
El
objetivo
fue
establecer
las
propiedades
psicométricas
de
un
instrumento
para
medir
en
qué
grado
las
acciones
derivadas
de
la
socialización
con
estudiantes,
especialistas
educativos-‐disciplinares
y
pares
académicos
contribuyen
en
la
formación
docente
de
los
profesores
universitarios.
Se
seleccionó
de
forma
no
probabilística
a
196
profesores
que
se
encuentran
adscritos
a
una
institución
pública
del
Sur
de
Sonora,
de
los
cuales
100
son
mujeres
(M
edad=36.5,
DE=9.4
años),
y
96
hombres
(M
edad=42.2,
DE=11.7
años).
Los
resultados
reflejan
que
la
escala
tiene
confiabilidad
medida
por
Alfa
de
Cronbach
de
.94;
en
el
análisis
factorial
exploratorio
se
utilizó
el
método
de
ejes
principales
y
rotación
Oblimin,
se
obtuvo
una
solución
de
tres
factores
que
explican
el
56.46%
de
la
varianza
de
los
puntajes.
En
conclusión,
el
instrumento
presenta
evidencias
de
confiabilidad
y
validez.
Además,
es
una
escala
potencial
para
medir
las
prácticas
derivadas
del
aprendizaje
social
que
contribuyen
a
la
formación
docente
de
los
profesores
universitarios.
The aim was to establish the psychometric properties of an instrument to measure the extent to which actions derived from socializing with students, educational-‐disciplinary specialists and academic peers contribute in teacher education of university professors. It is selected from non-‐probabilistic way to 196 teachers who are attached to a public institution in Southern Sonora, of which 100 are women (M age = 36.5, SD = 9.4 years) and 96 men (M age = 42.2, DE = 11.7 years). The results show that the scale has reliability measured by Cronbach's alpha of .94; in exploratory factor analysis method Oblimin main axes and rotation was used, a solution of three factors that explain 56.46% of the variance of the scores was obtained. In conclusion, the instrument shows evidence of reliability and validity. Moreover, it is a scale to measure potential social learning practices from contributing to teacher training of university teachers.
The aim was to establish the psychometric properties of an instrument to measure the extent to which actions derived from socializing with students, educational-‐disciplinary specialists and academic peers contribute in teacher education of university professors. It is selected from non-‐probabilistic way to 196 teachers who are attached to a public institution in Southern Sonora, of which 100 are women (M age = 36.5, SD = 9.4 years) and 96 men (M age = 42.2, DE = 11.7 years). The results show that the scale has reliability measured by Cronbach's alpha of .94; in exploratory factor analysis method Oblimin main axes and rotation was used, a solution of three factors that explain 56.46% of the variance of the scores was obtained. In conclusion, the instrument shows evidence of reliability and validity. Moreover, it is a scale to measure potential social learning practices from contributing to teacher training of university teachers.
publication.page.subject
Citation
item.page.embargo
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/