Publication: Construcción y validación de un cuestionario para la reflexión
pedagógica del profesor universitario centrada en el
aprendizaje
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Date
2022
Authors
Varela, Isabel ; Murillo, Paulino ; Hugo Perera, Víctor
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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Description
Abstract
La reflexión pedagógica del profesor universitario es
fundamental en el desarrollo de su profesionalidad. Se
diseñó un cuestionario como herramienta para facilitarla.
Se presenta el proceso realizado partiendo desde dos
marcos conceptuales. El foco del cuestionario se puso en el
estudiante y su aprendizaje desde el enfoque Learnercentered.
Se realizó la validación de contenido mediante
Jueces expertos, necesitándose tres paneles y un proceso
iterativo de mejora. Se implementó pilotaje a 303
profesores. Mediante el Análisis Factorial Exploratorio se
obtuvo un modelo con 4 factores conceptualmente
adecuados. La realización del Análisis Factorial
Confirmatorio posterior, orientó la definición de un modelo
alternativo, de 5 factores que contó con buen ajuste. El
cuestionario validado quedó definido por 40 ítems que
convergieron en 5 factores: Aprendizaje significativo,
Objetivos de aprendizaje, Estrategias de aprendizaje, Lo
personal, social y emocional en el aprendizaje y Aprendizaje
académico, que se valoran como adecuadas y oportunas
para promover la reflexión pedagógica del docente.
The pedagogical reflection of the university professor is fundamental in the development of their professionalism. A questionnaire was designed as a tool to facilitate this. The process that was done is presented, starting from two conceptual frameworks. The questionnaire was focused on the student and their learning, using the Learner-centered approach. Content validation was performed through expert judges, requiring three panels and an iterative improvement process. Pre-testing was implemented with 303 professors. By Exploratory Factor Analysis a model with 4 conceptually adequate factors was obtained. Subsequent Confirmatory Factor Analysis execution helped define an alternative, well-fitting 5-factor model. The validated questionnaire was defined by 40 items, converging in 5 factors: Meaningful learning; Learning goals; Learning strategies; Personal, social, and emotional learning; and Academic learning, that are valued as adequate and opportune to promote the teacher's pedagogical reflection.
The pedagogical reflection of the university professor is fundamental in the development of their professionalism. A questionnaire was designed as a tool to facilitate this. The process that was done is presented, starting from two conceptual frameworks. The questionnaire was focused on the student and their learning, using the Learner-centered approach. Content validation was performed through expert judges, requiring three panels and an iterative improvement process. Pre-testing was implemented with 303 professors. By Exploratory Factor Analysis a model with 4 conceptually adequate factors was obtained. Subsequent Confirmatory Factor Analysis execution helped define an alternative, well-fitting 5-factor model. The validated questionnaire was defined by 40 items, converging in 5 factors: Meaningful learning; Learning goals; Learning strategies; Personal, social, and emotional learning; and Academic learning, that are valued as adequate and opportune to promote the teacher's pedagogical reflection.
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Docente , Reflexión , Aprendizaje , Cuestionario , Validación , Teacher , Reflection , Learning , Questionnaire , Validation
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