Resumo

FERNANDEZ CASTILLO, Evelyn; GARCIA ORTIZ, Yaritza  e  TORRES LOPEZ, Raciel. Factorial analysis and reliability of the Teaching Approaches Questionnaire. EDUMECENTRO [online]. 2015, vol.7, n.4, pp. 146-161. ISSN 2077-2874.

Background: the study of the teaching approaches has been analyzed in different investigations, taking into account the importance that this thematic has for the improvement of education systems. Objective: to evaluate the factorial structure and the reliability of the Teaching Approaches Questionnaire in a sample of professors of Villa Clara University of Medical Sciences. Methods: the investigation was developed from May 2013 to June 2014, a random sample of 265 professors was taken out of a population of 717. Theoretical, empiric and statistical methods were applied. A quantitative approach was assumed. It was carried out an exploratory factorial analysis, in parallel and analysis of reliability. Other techniques were used as the (ANOVA) factor variation analysis and classification methods. Data processing was carried out through the Windows 20.0 SPSS. Results: the Teaching Approaches Questionnaire shows an appropriate adjustment to the category that it is intended to be evaluated and an acceptable index of internal consistency. A prevalence of the conceptual change centered approach was evidenced. The professors with less years of experience showed a tendency to use the knowledge transmission centered approach. Conclusions: the Teaching Approaches Questionnaire has appropriate psychometrical properties. It presents a bifactorial structure, an appropriate adjustment to the approach and reliability that allows its application in this educational context.

Palavras-chave : Teaching; validity of tests; reproducibility of results; faculty; questionnaires.

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