CoDiLe: un instrumento para evaluar el conocimiento disciplinar de lengua española de los maestros en formación
DOI
10.22550/2174-0909.4037
Abstract
In recent decades, various research works have focussed on assessing teachers’ pedagogic knowledge, especially in science and mathematics. However, few works in the field of language have designed and validated tools for this purpose. The present work aims to progress in this line of research by designing and validating a questionnaire to assess the Spanish-language disciplinary knowledge of pre-service teachers. Spanish students from the degree in Primary School Education and Master’s in Secondary Education as well as experts in didactics of language and in validating questionnaires participated. To analyse its content validity, we used the Delphi method and, to study consistency, we performed a psychometric analysis using the test–retest reliability method. The instrument was found to be consistent and valid. The results were below what was expected and revealed that the sample showed a clear shortcoming in disciplinary content in Spanish language. These data seem to be in line with those obtained in other areas. Consequently, CoDiLe can contribute to defining and remedying these possible deficiencies by providing consistent data to teacher trainers to guide their practice more effectively.
Referencias | References
Alfaro-Carvajal, C., Flores-Martínez, P., & Valverde-Soto, G. (2022). Conocimiento de profesores de matemáticas en formación inicial sobre la demostración: Aspectos lógico-matemáticos en la evaluación de argumentos [Knowledge of mathematics teachers in initial training regarding mathematical proofs: Logic-mathematical aspects in the evaluation of arguments]. Uniciencia, 36 (1), 140-165. https://doi.org/10.15359/ru.36-1.9
Andrés, I., Muñoz, M., Ruíz, G., Gil, B., Andrés, M., & Almaraz. A. (2019). Validación de un cuestionario sobre actitudes y práctica de actividad física y otros hábitos saludables mediante el método Delphi [Validation of a questionnaire on attitudes and practice of physical activity and other healthy habits through the Delphi method]. Revista Española de Salud Pública, 93.
Beckerman, H., Roebroeck, M. E., Lankhorst, G. J., Becher, J. G., Bezemer, P. D., & Verbeek, A. (2001). Smallest real difference, a link between reproducibility and responsiveness. Quality of Life Research, 10 (7), 571-578. https://doi.org/10.1023/A:1013138911638
Binks-Cantrell, E., Joshi, R. M., & Washburn, E. K. (2012). Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy. Annals of dyslexia, 62, 153-171. https://doi.org/10.1007/s11881-012-0070-8
Bland, J. M., & Altman, D. (1986). Statistical methods for assessing agreement between two methods of clinical measurement. The Lancet, 327 (8476), 307-310. https://doi.org/10.1016/S0140-6736(86)90837-8
Bland, J. M., & Altman, D. G. (1996). Statistics notes: Measurement error. Bmj, 312 (7047), 41-42. https://doi.org/10.1136/bmj.312.7047.1654
Bland, J. M., & Altman, D. G. (2010). Statistical methods for assessing agreement between two methods of clinical measurement. International journal of nursing studies, 47 (8), 931-936. https://doi.org/10.1016/j.ijnurstu.2009.10.001
Borg, S. (2003). Teacher cognition in grammar teaching: A literature review. Language awareness, 12 (2), 96-108. https://doi.org/10.1080/09658410308667069
Bucat, R. (2005). Implications of chemistry education research for teaching practice: Pedagogical content knowledge as a way forward. Chemistry Education International, 6 (1), 1-2.
Cabero, J., & Infante, A. (2014). Empleo del método Delphi y su empleo en la investigación en Comunicación y Educación [Using the Delphi method and its use in communication research and education]. EDUTEC Revista Electrónica de Investigación Educativa, (48), 1-16. https://doi.org/10.21556/edutec.2014.48.187
CEFIRE. (2015). Documento puente. Lengua española. Comunitat Valenciana. https://drive. google.com/file/d/1UnWPGNgG_v7-UnzX42B- P746IHFC-HytD/view?usp=sharing
Chetty, R., Friedman, J. N., & Rockoff, J. E. (2011). The long-term impacts of teachers: Teacher value-added and student outcomes in adulthood. National Bureau of Economic Research. https://doi.org/10.3386/w17699
Depaepe, F., Verschaffel, L., & Kelchtermans, G. (2013). Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and teacher education, 34, 12-25. https://doi.org/10.1016/j.tate.2013.03.001
Downing, S. M. (2006). Selected-response item formats in test development. In S. M. Downing, & T. M. Haladyna (Eds.), Handbook of test development (pp. 287-302). Taylor & Francis. https://doi.org/10.4324/9780203874776
Friedrichsen, P. J., Abell, S. K., Pareja, E. M., Brown, P. L., Lankford, D. M., & Volkmann, M. J. (2009). Does teaching experience matter? Examining biology teachers’ prior knowledge for teaching in an alternative certification program. Journal of Research in Science Teaching, 46 (4), 357-383. https://doi.org/10.1002/tea.20283
Gess-Newsome, J., Taylor, J. A., Carlson, J., Gardner, A. L., Wilson, C. D., & Stuhlsatz, M. A. (2019). Teacher pedagogical content knowledge, practice, and student achievement. International Journal of Science Education, 41 (7), 944-963. https://doi.org/10.1080/09500693.2016.1265158
Godino, J. D., Gonzato, M., Contreras, Á., Estepa, A., & Díaz-Batanero, C. (2016). Evaluación de conocimientos didáctico-matemáticos sobre visualización de objetos tridimensionales en futuros profesores de educación primaria [Assessing didactic-mathematical knowledge of prospective primary school teachers on visualization of three-dimensional objects]. Journal of Research in Mathematics Education, 5 (3), 235-262. https://doi.org/10.17583/ redimat.2016.1984
Haladyna. (2004). Developing and validating multiple-choice test items. Routledge. https://doi.org/10.4324/9780203825945
Haladyna, T. M., & Downing, S. M. (1993). How many options is enough for a multiple-choice test item? Educational and Psychological Measurement, 53 (4), 999-1010. https://doi.org/10.1177/0013164493053004013
Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of public economics, 95 (7-8), 798-812. https://doi.org/10.1016/j.jpubeco.2010.11.009
Hurtado, L. L. (2018). Relación entre los índices de dificultad y discriminación [Relationship between the difficulty and discrimination indices]. Revista digital de investigación en docencia universitaria, 12 (1), 273-300. http://dx.doi.org/10.19083/ridu.12.614
Kleichkmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., & Baumert, J. (2013). Teachers’ content knowledge and pedagogical content knowledge: The role of structural differences in teacher education. Journal of teacher education, 64 (1), 90-106. https://doi.org/10.1177/0022487112460398
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, (1), 159-174. https://doi.org/10.2307/2529310
Mendoza, A. (2003). Didáctica de la lengua y la literatura para educación primaria [Didactics of language and literature for primary education]. Pearson Educación.
Ministerio de Educación, Cultura y Deporte. (2012). TEDS-M. Informe español. Estudio internacional sobre la formación inicial en matemáticas de los maestros [TEDS-M. Spanish report. International study on initial teacher training in mathematics]. https://www.educacionyfp.gob.es/dctm/inee/internacional/tedsmlinea.pdf?documentId= 0901e72b8143866e
Mokkink, L. B., Terwee, C. B., Patrick, D. L., Alonso, J., Stratford, P. W., Knol, D. L., & De Vet, H. C. (2010). The COSMIN checklist for assessing the methodological quality of studies on measurement properties of health status measurement instruments: an international Delphi study. Quality of life research, 19, 539-549. https://doi.org/10.1007/s11136-010-9606-8
Muedra, M.ª T. (2020). Análisis de la competencia oral en los libros de texto de lengua española de educación primaria [Analysis of oral competence in Spanish language textbooks for primary education] [Master Thesis]. Universitat de València.
Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of educational research, 81 (3), 376-407. https://doi.org/10.3102/0034654311413609
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62 (3), 307-332. https://doi.org/10.3102/00346543062003307
Prado, J. (2004). Didáctica de la lengua y la literatura para educar en el siglo XXI [Didactics of language and literature for education in the 21st century]. La Muralla.
Shrout, P. E., & Fleiss, J. L. (1979). Intraclass correlations: Uses in assessing rater reliability. Psychological Bulletin, 86 (2), 420. https://doi.org/10.1037/0033-2909.86.2.420
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57 (1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in science education, 48(6), 1273-1296. https://doi.org/10.1007/s11165-016-9602-2
Tattoo, M. T., Peck, R., Schwille, J., Bankov, K., Senk, S. L., Rodriguez, M., & Rowley, G. (2012). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries: Findings from the IEA Teacher education and development study in mathematics (TEDS-M). IEA. https://www.iea.nl/publications/study-reports/international-reports-iea-studies/policy-prac- tice-and-readiness-teach
Terwee, C. B., Bot, S. D., De Boer, M. R., Van der Windt, Daniëlle A.W.M., Knol, D. L., Dekker, J., & De Vet, H. C. (2007). Quality criteria were proposed for measurement properties of health status questionnaires. Journal of Clinical Epidemiology, 60 (1), 34-42. https://doi.org/10.1016/j.jclinepi.2006.03.012
Vásquez, C., & Alsina, A. (2015). Conocimiento didáctico-matemático del profesorado de educación primaria sobre probabilidad: diseño, construcción y validación de un instrumento de evaluación [Primary school teachers’ didactic-mathematical knowledge when teaching probability: development and validation of an evaluation instrument]. Bolema: Boletim de Educação Matemática, 29 (52), 681-703. https://doi.org/10.1590/1980-4415v29n52a13
Vaz, S., Falkmer, T., Passmore, A. E., Parsons, R., & Andreou, P. (2013). The case for using the repeatability coefficient when calculating test-retest reliability. PloS One, 8 (9), e73990. https://doi.org/10.1371/journal.pone.0073990
Verdugo, J. J., Solaz, J. J., & Sanjosé, V. (2019). Evaluación del conocimiento científico en maestros en formación inicial: el caso de la Comunidad Valenciana [Assessment of pre-service teachers’ science knowledge: the case of Valencian Community in Spain]. Revista de Educación, (383), 133-162. https://doi.org/10.4438/1988-592X-RE-2019-383-404
Washburn, E. K., Binks-Cantrell, E. S., Joshi, R. M., Martin-Chang, S., & Arrow, A. (2016). Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA. Annals of dyslexia, 66, 7-26. https://doi.org/10.1007/s11881-015-0115-x
Citación recomendada | Recommended citation
Muedra-Peris, M. T., Monfort-Pañeco, M., Gómez-López, Á., & Morón-Olivares, E. (2024). CoDiLe: An instrument for evaluating the Spanish-language disciplinary knowledge of pre-service teachers [CoDiLe: un instrumento para evaluar el conocimiento disciplinar de lengua española de los maestros en formación]. Revista Española de Pedagogía, 82 (288), 271-290. https://doi.org/10.22550/2174-0909.4037
Licencia Creative Commons | Creative Commons License
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Palabras clave | Keywords
measurement instrument, level of knowledge, Spanish language, teacher training
