A psychometric analysis of the Approaches to Teaching Inventory (ATI) and a proposal for a Spanish version (S-ATI-20). [Análisis psicométrico del cuestionario Approaches to Teaching Inventory (ATI) y propuesta en castellano (S-ATI-20)]

Autores/as

  • Fuensanta Monroy Universidad de Murcia
  • José L. González-Geraldo Universidad de Castilla-La Mancha
  • Fuensanta Hernández-Pina Universidad de Murcia
DOI: https://doi.org/10.6018/analesps.31.1.190261
Palabras clave: Enfoques de enseñanza, cuestionario, proceso de enseñanza, enseñanza superior, universidad

Resumen

Introducción: La investigación educativa de los últimos años ha explorado los enfoques de enseñanza de los profesores universitarios. Uno de los instrumentos más empleados para medir dichos enfoques es el Approaches to Teaching Inventory (ATI) (Trigwell y Prosser, 2004). Los objetivos de esta investigación fueron: a) analizar la fiabilidad y validez de dos versiones en castellano del ATI aplicadas en dos estudios independientes, y b) presentar una propuesta de cuestionario y analizar su consistencia interna y validez. Método: Las muestras estuvieron constituidas por docentes y profesores en formación de dos universidades españolas. Resultados: Se detectaron coincidencias en los resultados de sendas versiones en castellano del ATI en cuanto a la fiabilidad, estructura factorial, y cargas de ítems, lo que apuntó a la necesidad de desarrollar una nueva versión (S-ATI-20). Conclusiones: Los resultados destacan la importancia de traducir los cuestionarios adecuadamente y adaptarlos al contexto. La estructura factorial apoya el modelo de dos escalas del ATI, pero la falta de correlación entre escalas apunta a la posibilidad de considerar otros modelos para explicar los enfoques de enseñanza. Los resultados aquí presentados son preliminares, pero el S-ATI-20 podría emplearse para la auto-reflexión y auto-evaluación del profesorado.

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Biografía del autor/a

Fuensanta Monroy, Universidad de Murcia

Fuensanta Monroy holds a PhD in Education and teaches English for specific purposes as well as research methodology at the University of Murcia (Spain). Her research interests focus on approaches to teaching, approaches to learning, and factors which may play a role in teaching and learning.

José L. González-Geraldo, Universidad de Castilla-La Mancha

José L. González-Geraldo teaches and researches Theory and History of Education at the University of Castilla-La Mancha (Spain). His PhD involved the SAL theory, approaches to teaching and the emerging European Higher Education Area (EHEA). He is currently interested in what makes higher education higher and any type of postmodern turn regarding historiography.

Fuensanta Hernández-Pina, Universidad de Murcia

Fuensanta Hernández-Pina is professor of Education and Head of Department of Educational Research Methodology of University of Murcia (Spain). Her current research interests are institutional assessment, university teaching and learning, and educational research methods. She has over 100 publications on approaches to learning, self-regulated learning, assessment centres, research methodology, and EFQM model.

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Publicado
25-12-2014
Cómo citar
Monroy, F., González-Geraldo, J. L., & Hernández-Pina, F. (2014). A psychometric analysis of the Approaches to Teaching Inventory (ATI) and a proposal for a Spanish version (S-ATI-20). [Análisis psicométrico del cuestionario Approaches to Teaching Inventory (ATI) y propuesta en castellano (S-ATI-20)]. Anales de Psicología / Annals of Psychology, 31(1), 172–183. https://doi.org/10.6018/analesps.31.1.190261
Número
Sección
Psicología evolutiva y de la educación