Análisis psicométrico de una escala sobre estilos de enseñanza (ESEE)

Abstract

The knowledge of learning styles conceptions and opinions related to interrelationships in the classroom, gives revealing comprehensive keys as far as the professional development and future teachers’ beliefs can be reconceptualized and changed from teachers’ initial training to make the teaching-learning process easier. However, practically there is no existence of evidences that can measure this. Thus, the aim of this study is to design a scale for assessment the teaching styles. For the process of validation of scale ESSE(Scale to Evaluate Teaching Styles) is used a sample composed by 555 students aged from 19 to 31 years old, representing college population in Galicia in the School Teacher Training Degree. The psychometric properties of the scale realized realizing a statistic analysis of the items, a factorial analysis and an estimation of the reliability coefficient through Cronbach alpha. In order to evaluate the adjustment of sampling and the possible sphericity of data obtained, the tests of Kaiser-Meyer-Olkin (kmo) and Bartlett were applied. The information points out that the scale (esee) presents a structure of 6 factors that explain 53.26% of the variance. Cronbach’s consistency alpha was 0.886. The study aims at gathering empirical evidence to recognize its metric qualities.