Abstract

PONTI, Mayra Antonelli et al. Development and validity evidence of the Teaching Practice Perception Scale. Psicol. pesq. [online]. 2020, vol.14, n.1, pp. 114-131. ISSN 1982-1247.  http://dx.doi.org/10.34019/1982-1247.2020.v14.29037.

Personalized teaching practices can improve students' school performance. However, specific instruments to evaluate these practices in the Brazilian context couldn't be found. The main goal of this study was to construct and present validity evidence for the Teaching Practice Perception Scale (TPPS). Twenty-five items were crated and evaluated by 11 judges. The resulting 17-item scale was applied to 477 teachers via online form. Factorial analyzes identified two dimensions: 'Group' (α = .0,79) reflects group-oriented teaching practices; 'Personalization' (α = 0,88) refers to individual-oriented teaching practices, which explained 48,6% of the total variance. Teachers presented more group than individual-oriented practices. The TPPS presented evidences of content, face and construct validity and reliability, and is a potentially useful tool for assessing group and individual-oriented teaching practices.

Keywords : Educational evaluation; Test validity; Teacher attitudes; Educational activity; Teacher-student interaction.

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