Publication: Modelamiento
y
estimación
del
índice
de
impacto
de
la
investigación
sobre
la
docencia
Authors
Díaz Costa, Elisabet ; Fernández-Cano, Antonio ; Faouzi, Tarik ; Caamaño Carrillo, Christian
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item.page.director
Publisher
Universidad de Murcia
publication.page.editor
publication.page.department
DOI
http://dx.doi.org/10.6018/reifop.22.2.351671
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info:eu-repo/semantics/article
Description
Abstract
En
este
artículo
se
abordarán
dos
temas
relevantes;
el
primero
de
ellos
se
refiere
a
las
causas
que
explicarían
el
bajo
impacto
de
la
investigación
educativa
(IE)
en
la
práctica
docente
(PD)
y
el
segundo,
relacionado
con
la
generación
de
un
índice
que
mida
el
impacto
que
tiene
la
investigación
sobre
la
docencia
usando
el
índice
de
Fornell.
Para
lo
anterior,
se
contempló
una
muestra
de
179
individuos,
62
universitarios
y
117
docentes
no
universitarios.
Mediante
un
análisis
secundario,
y
producto
de
la
utilización
de
ecuaciones
estructurales,
se
identifica
un
modelo
que
mostró
que
la
percepción
sobre
el
diagnóstico
del
impacto
de
la
investigación
educativa
sobre
la
práctica
de
los
docentes
(IE-‐
PD),
explicaba
en
forma
directa
la
comprensión
del
fenómeno
impacto.
El
índice
de
impacto
de
la
IE-‐PD
fue
de
un
60,23%
en
contra,
que
muestra
una
tendencia
de
los
docentes
a
considerar
no
sustantivo
el
aporte
de
la
Investigación
Educativa
para
su
práctica
docente.
This article will discuss two important subjects. The first is the model of the impact of educational research on teaching practice. The second is the creation of an index that measures the impact of educational research on teaching practice, using structural equation modeling. This study looked at a sample of 179 individuals, of which 62 were university teachers and 117 were non-‐university teachers. Through a secondary analysis of the data, the different stages of construct validity were developed and structural equation modeling, obtaining a model covered by three constructs represented by 15 items. The model showed that the perception of the diagnosis of the impact of educational research on the practice of teachers directly explained the understanding of the impact phenomenon. The impact index EI-‐PD was 60.23%, showing that teachers do not substantially consider the contribution of educational research on teaching practice.
This article will discuss two important subjects. The first is the model of the impact of educational research on teaching practice. The second is the creation of an index that measures the impact of educational research on teaching practice, using structural equation modeling. This study looked at a sample of 179 individuals, of which 62 were university teachers and 117 were non-‐university teachers. Through a secondary analysis of the data, the different stages of construct validity were developed and structural equation modeling, obtaining a model covered by three constructs represented by 15 items. The model showed that the perception of the diagnosis of the impact of educational research on the practice of teachers directly explained the understanding of the impact phenomenon. The impact index EI-‐PD was 60.23%, showing that teachers do not substantially consider the contribution of educational research on teaching practice.
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