Questionnaire design: identity strategies in university academics in response to the educational reforms

• Autores: Zanatta Colín, Elizabeth, Ponce Dávalos, Teresa, García Iturriaga, Sergio Luis, Sánchez Calderón, Claudia Angélica, Gama Vilchis, José Luis
• Formato: artículo
• Fecha de Publicación: 2017
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: Revistas - Pontificia Universidad Católica del Perú
• Lenguaje: español
• OAI Identifier: oai:revistaspuc:article/18799
• Enlace del recurso: http://revistas.pucp.edu.pe/index.php/psicologia/article/view/18799
• Nivel de acceso: acceso abierto
• Materia: teacher identity; teaching disposition; identity strategies; instrument development; educative praxis; identidad docente; disposición docente; estrategias identitarias; construcción de instrumentos; praxis educativa; identidade docente; disposiҫão docente; estratégias identitárias; construҫão de instrumentos

We designed a questionnaire that aims to understand what happens to the identity of the teacher as a guiding element of its educative practice in response to the educational reforms –which have generated a constant change in what is expected from their role. The questionnaire was applied to 228 academics from different disciplines in a state public University with an educational model based on competencies. The data were processed by factor analysis and Cronbach’s Alpha. The results were consistent with the hypothesized factor structure, obtaining an acceptable percentage of variance (43%), which explains four factors of identity strategies: resistant-diffuse, attributed, simulated and assumed. The instrumentreported an adequate level of internal consistency (.94). Therefore, the questionnaire has both construct validity and internal consistency.