There is always a risk of the educational community viewing pedagogical innovations as simply a change in terminology, resulting in no more than a bureaucratic change without actually impacting on the reality of schools and classrooms ( Valle & Manso, 2013). However, this type of top-down reform, where the proposal is developed by the political class to subsequently be administered in the reality of the classroom, tends to be highly problematic in its implementation. The key competences provide a reference level for educational legislators, teachers and students in the different EU Member States ( Pepper, 2011). One of the main aims of these key competences is to ensure that initial education and training systems equip children and young adults with the basis for further learning and working life. The eight key competences set out in the European framework are: (1) communication in the mother tongue, (2) communication in foreign languages, (3) mathematical competence, (4) digital competence, (5) learning to learn, (6) social competence and civil competence, (7) enterprise and entrepreneurship, and (8) cultural expression. Since the European Union’s 2006 recommendation on a framework for key competences for lifelong learning ( OJEU, 2006), the different Member States have gradually incorporated these competences into their educational legislation. El resultado es una escala ágil y de fácil aplicación, con buena validez de criterio explicando las creencias que el profesor tiene sobre el modelo teórico del currículo basado en competencias y, asimismo, permite conocer las percepciones del docente de las consecuencias de esta reforma curricular. Después se realizó un Análisis factorial exploratorio y, posteriormente, un Análisis factorial confirmatorio con ecuaciones estructurales a una muestra de 1.408 sujetos, para verificar con nuevos datos el grado de ajuste del modelo de medida generado con la primera muestra, obteniéndose niveles adecuados de consistencia interna y ajuste del modelo. Se hizo una prueba piloto mediante un Análisis Factorial Exploratorio con 100 sujetos cuyo resultado es una escala final de cinco factores (Creencias sobre el modelo teórico, Grado de aplicación del modelo, Dificultades para la aplicación del modelo, Recursos y Formación del profesorado) de 23 ítems. Tras revisar la literatura se diseñó un cuestionario inicial de 37 ítems tipo Likert de respuesta de cinco niveles que fue revisado por un panel de expertos. It demonstrates good criterion validity in explaining teachers’ beliefs about the competence-based curriculum model, and thus reveals teachers’ perceptions of the impact of this curricular reform.Įl objetivo de este trabajo es desarrollar una escala para conocer la percepción de los docentes de Educación Primaria y Secundaria del modelo de currículo basado en competencias en España. The result is a scale which is rapidly and easily administered. Acceptable levels of internal consistency and model fit were obtained. To verify, using new data, the level of fit of the measurement model generated by the first sample, we conducted an exploratory factor analysis, and, subsequently, a confirmatory factor analysis with structural equations on a sample of 1408 respondents.
Validity and reliability of questionnaire professional#
This resulted in a final scale with 23 items across five factors (beliefs about the theoretical model, level of implementation of the model, difficulties in implementing the model, resources and professional development). A pilot test was conducted with 100 participants using exploratory factor analysis. This was then reviewed by a panel of experts. After reviewing the literature, we designed an initial questionnaire with 37 five-point Likert-type items. The aim of this study is to develop a scale to measure primary and secondary school teachers’ perception of a competence-based curriculum model in Spain.