View in EDS PDF Full Text

Self-perception of Teaching Difficulties in Prospective Teachers: Adaptation of the Teaching Problems Inventory.

Saved in:
Bibliographic Details
Title: Self-perception of Teaching Difficulties in Prospective Teachers: Adaptation of the Teaching Problems Inventory.
Authors: Sanz Ponce, Roberto1 roberto.sanz@ucv.es, García-Grau, Pau1 pau.garcia@ucv.es, Antonio Giménez-Beut, Juan1 jantonio.gimenez@ucv.es, López-Luján, Elena1 elena.lopez@ucv.es
Source: International Journal of Instruction. Oct2024, Vol. 17 Issue 4, p235-254. 20p.
Subject Terms: *Exploratory factor analysis, *Master teachers, *Teacher training, Confirmatory factor analysis, Psychometrics
Abstract: The aim of this article is to analyze the psychometric properties of an abbreviated version of the Teaching Problems Inventory. For this purpose, the scale is subjected to a previous exploratory factor analysis to statistically examine the underlying constructs. Previously, a confirmatory factor analysis was performed and a new grouping into dimensions was generated. To analyze the properties of the items, descriptive statistics were performed: mean, standard deviation and inter-item correlations. To study the psychometric properties of the scale, Cronbach's alpha, Exploratory Factor Analysis (EFA) -to identify the latent structure of the variables-, and Confirmatory Factor Analysis (CFA) were used as a procedure to check the results of the EFA. As recommended, participants were randomly divided into two groups to perform the AFE with one group and the AFC with the other to avoid distortions Participant: the proportion of items, sample size, normality, linearity, and correlation between variables were checked as assumptions for the factor analysis. The sample consisted of 992 undergraduate teacher training and master's degree students from different Spanish regions: Valencia, Andalusia, Catalonia, Madrid, Castilla la Mancha, and Castilla y León. The results of the different reliability and validity analyses showed that the reduced scale has higher reliability values and is still sensitive to capture gender and age scoring difference. As a conclusion, the consistency of the instrument to evaluate the teaching difficulties of students of different degrees and postgraduate degrees in education is highlighted. As for the limitations, the elimination of 2 items relevant at a theoretical level stands out: Motivating students in school tasks and Discipline problems with students/groups of students. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 180054270
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Self-perception of Teaching Difficulties in Prospective Teachers: Adaptation of the Teaching Problems Inventory.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sanz+Ponce%2C+Roberto%22">Sanz Ponce, Roberto</searchLink><relatesTo>1</relatesTo><i> roberto.sanz@ucv.es</i><br /><searchLink fieldCode="AR" term="%22García-Grau%2C+Pau%22">García-Grau, Pau</searchLink><relatesTo>1</relatesTo><i> pau.garcia@ucv.es</i><br /><searchLink fieldCode="AR" term="%22Antonio+Giménez-Beut%2C+Juan%22">Antonio Giménez-Beut, Juan</searchLink><relatesTo>1</relatesTo><i> jantonio.gimenez@ucv.es</i><br /><searchLink fieldCode="AR" term="%22López-Luján%2C+Elena%22">López-Luján, Elena</searchLink><relatesTo>1</relatesTo><i> elena.lopez@ucv.es</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Oct2024, Vol. 17 Issue 4, p235-254. 20p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Exploratory+factor+analysis%22">Exploratory factor analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Master+teachers%22">Master teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br /><searchLink fieldCode="DE" term="%22Confirmatory+factor+analysis%22">Confirmatory factor analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The aim of this article is to analyze the psychometric properties of an abbreviated version of the Teaching Problems Inventory. For this purpose, the scale is subjected to a previous exploratory factor analysis to statistically examine the underlying constructs. Previously, a confirmatory factor analysis was performed and a new grouping into dimensions was generated. To analyze the properties of the items, descriptive statistics were performed: mean, standard deviation and inter-item correlations. To study the psychometric properties of the scale, Cronbach's alpha, Exploratory Factor Analysis (EFA) -to identify the latent structure of the variables-, and Confirmatory Factor Analysis (CFA) were used as a procedure to check the results of the EFA. As recommended, participants were randomly divided into two groups to perform the AFE with one group and the AFC with the other to avoid distortions Participant: the proportion of items, sample size, normality, linearity, and correlation between variables were checked as assumptions for the factor analysis. The sample consisted of 992 undergraduate teacher training and master's degree students from different Spanish regions: Valencia, Andalusia, Catalonia, Madrid, Castilla la Mancha, and Castilla y León. The results of the different reliability and validity analyses showed that the reduced scale has higher reliability values and is still sensitive to capture gender and age scoring difference. As a conclusion, the consistency of the instrument to evaluate the teaching difficulties of students of different degrees and postgraduate degrees in education is highlighted. As for the limitations, the elimination of 2 items relevant at a theoretical level stands out: Motivating students in school tasks and Discipline problems with students/groups of students. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180054270
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.29333/iji.2024.17414a
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 235
    Subjects:
      – SubjectFull: Exploratory factor analysis
        Type: general
      – SubjectFull: Master teachers
        Type: general
      – SubjectFull: Teacher training
        Type: general
      – SubjectFull: Confirmatory factor analysis
        Type: general
      – SubjectFull: Psychometrics
        Type: general
    Titles:
      – TitleFull: Self-perception of Teaching Difficulties in Prospective Teachers: Adaptation of the Teaching Problems Inventory.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sanz Ponce, Roberto
      – PersonEntity:
          Name:
            NameFull: García-Grau, Pau
      – PersonEntity:
          Name:
            NameFull: Antonio Giménez-Beut, Juan
      – PersonEntity:
          Name:
            NameFull: López-Luján, Elena
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Text: Oct2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1694609X
          Numbering:
            – Type: volume
              Value: 17
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: International Journal of Instruction
              Type: main
ResultId 1