The pedagogical component on Secondary Education: Two instrumemnts psicometric properties

Abstract

Research on the training of Secondary Education teachers has shown the need to address the beliefs that future teachers have about teaching and training during their teacher education, especially the value they currently attach to the pedagogical component in teaching at this stage of education. The available evidence is scarce and not very recent; therefore, we need current diagnoses that can be transferred to teacher education. This study presents the process of validation of two instruments aimed at measuring the assessment of pedagogical knowledge and teaching skills of in-service teachers (n=295) and students of the Master's Degree in Secondary Education Teachers (n=207). Internal consistency and a factorial study are analyzed, based on Exploratory and Semiconfirmatory Factorial Analysis procedures. Both instruments, and their sections, showed acceptable psychometric properties of reliability and validity, which make them suitable for diagnosing the value of the pedagogical component in the practice of the profession and the teacher education. Considerations for improvement are presented based on the comparative analysis of the models derived from both samples. The study reveals the need to generate alternative spaces for joint work, collaboration and shared construction of knowledge, which will allow for the generation of coherent and consistent training programs among the teaching team that participates in teacher education. In this sense, the instruments presented in this work are valid tools facilitating this educational diagnosis process, allowing the identification of needs both in teacher education and in teacher training.