Fabiola Sáez-Delgado
Universidad Católica de la Santísima Concepción, Concepción, Chile
Javier Mella-Norambuena
Universidad Técnica Federico Santa María, Concepción, Chile
Yaranay López-Angulo
Universidad de Concepción, Concepción, Chile
Verónica León-Ron
Universidad Técnica del Norte, Ibarra, Ecuador
Carolina Contreras-Saavedra
Universidad Católica de la Santísima Concepción, Concepción, Chile
Resumen
La autorregulación docente es de gran importancia porque permite un ejercicio profesional organizado y estructurado, además facilita un desempeño exitoso del proceso de enseñanza y aprendizaje, permitiendo al docente monitorear la efectividad de sus prácticas pedagógicas y modelar habilidades de autorregulación en sus estudiantes. El objetivo de este estudio fue adaptar y validar escalas para medir procesos de autorregulación docente en español y con evidencia de su funcionalidad mediante la aplicación de herramientas tecnológicas. El estudio fue cuantitativo, con un diseño instrumental. La muestra estuvo constituida por 204 profesores de Educación Media de Chile. Las escalas fueron adaptadas de la Teacher Self-regulation Scale y sometidas a procedimientos de retrotraducción, entrevistas cognitivas, análisis factorial confirmatorio y análisis de confiabilidad. Los resultados mostraron estimadores adecuados de validez y confiabilidad para las siete escalas correspondientes a establecimiento de metas, interés intrínseco, orientación a metas de desempeño, orientación a metas de dominio, autoinstrucción, control emocional y autoevaluación. En conclusión, las escalas permiten una medición válida y fiable de los procesos de autorregulación de la enseñanza.
Palabras clave: Autorregulación docente, psicometría, educación secundaria, encuestas en linea.
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