Publication: Construcción y validación de contenido de un cuestionario para el análisis de la relación entre identidad política e identidad profesional docente en docentes españoles
Authors
Sánchez-Domenéch, Iluminada ; Neubauer Esteban, Adrián ; Cabeza Rodríguez, Miguel Ángel
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v39i2.113802
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info:eu-repo/semantics/article
Description
Abstract
La construcción de la identidad profesional docente (IPD) se ha estudiado desde varios enfoques: psicológico, sociocultural y político, y otro de carácter más técnico (didáctica, pedagogía y conocimiento experto de la materia). A pesar de que se reconoce la dimensión política como uno de los factores que contribuyen a la construcción de la IPD, falta un marco político para analizarla situándola en su contexto histórico, cultural y político. El objetivo de este estudio es la construcción y validez de contenido de un cuestionario para el análisis de la IDP, desde un enfoque técnico y político y su relación con la identidad política (IP) general en el contexto cultural y sociopolítico español. La construcción del cuestionario se realizó en tres fases: 1) generación de ítems a partir de la literatura existente sobre IPD, revisión de los programas electorales de partidos políticos y análisis de las interacciones entre docentes en la red social X por parte del equipo investigador; 2) técnica Delphi con siete expertos en dos rondas para seleccionar, mejorar redacción y eliminar y añadir ítems, así como su clasificación en dos categorías: conservadora/progresista; 3) se realizaron diecisiete entrevistas cognitivas para evaluar la comprensión de los ítems, la dificultad y duración de la prueba, así como la posible inclusión de aspectos no considerados en el cuestionario inicial. El resultado fue un cuestionario con 10 ítems que recogen datos demográficos y 40 ítems clasificados en dos categorías políticas que permitirá una aproximación al análisis de la IPD en relación con la IP.
The construction of the teaching professional identity (TPI) has been studied from various approaches: psychological, sociocultural, political, and a more technical perspective (didactics, pedagogy, and subject matter expertise). Although the political dimension is recognized as one of the factors contributing to the construction of TPI, there is a lack of a political framework to analyze it within its historical, cultural, and political context. The aim of this study is the construction and content validity of a questionnaire for analyzing TPI, from both a technical and political perspective, and its relationship with the general political identity (PI) in the Spanish sociocultural and political context. The construction of the questionnaire was carried out in three phases: 1) generation of items based on existing literature on TPI, reviewing electoral programs of political parties, and analyzing interactions between teachers on the social network X by the research team; 2) Delphi technique with seven experts in two rounds to select, improve wording, eliminate and add items, as well as classify them into two categories: conservative/progressive; 3) seventeen cognitive interviews were conducted to assess the understanding of the items, the difficulty and duration of the test, and the possible inclusion of aspects not considered in the initial questionnaire. The result was a questionnaire with 10 items that collect demographic data, and 40 items classified into two political categories that will allow for an approach to the analysis of TPI in relation to PI.
The construction of the teaching professional identity (TPI) has been studied from various approaches: psychological, sociocultural, political, and a more technical perspective (didactics, pedagogy, and subject matter expertise). Although the political dimension is recognized as one of the factors contributing to the construction of TPI, there is a lack of a political framework to analyze it within its historical, cultural, and political context. The aim of this study is the construction and content validity of a questionnaire for analyzing TPI, from both a technical and political perspective, and its relationship with the general political identity (PI) in the Spanish sociocultural and political context. The construction of the questionnaire was carried out in three phases: 1) generation of items based on existing literature on TPI, reviewing electoral programs of political parties, and analyzing interactions between teachers on the social network X by the research team; 2) Delphi technique with seven experts in two rounds to select, improve wording, eliminate and add items, as well as classify them into two categories: conservative/progressive; 3) seventeen cognitive interviews were conducted to assess the understanding of the items, the difficulty and duration of the test, and the possible inclusion of aspects not considered in the initial questionnaire. The result was a questionnaire with 10 items that collect demographic data, and 40 items classified into two political categories that will allow for an approach to the analysis of TPI in relation to PI.
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