Meta-análisis de generalización de la fiabilidad del cuestionario FIT-Choice (Factores que influyen en la elección de la enseñanza como carrera)

  1. Enrique Navarro-Asencio 1
  2. Esther López-Martín 2
  3. Inmaculada Asensio-Muñoz 1
  4. Eva Expósito-Casas 2
  5. Elvira Carpintero-Molina 1
  6. Covadonga Ruiz De Miguel 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Aldizkaria:
Revista de educación

ISSN: 0034-8082

Argitalpen urtea: 2021

Zenbakien izenburua: Profesores para el siglo XXI : perfil académico, formación inicial y prácticas docentes de los profesores españoles

Zenbakia: 393

Orrialdeak: 231-260

Mota: Artikulua

DOI: 10.4438/1988-592X-RE-2021-393-492 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Revista de educación

Garapen Iraunkorreko Helburuak

Laburpena

La eficacia docente depende de factores académicos y no académicos. Entre los segundos, la motivación es una característica muy estudiada para determinar quién accede a los estudios de maestro. En este contexto, el instrumento FIT-Choice (Factors Influencing Teaching Choice) es de los más utilizados a nivel mundial y cuenta con diversas adaptaciones de idioma y de estructura dimensional. El objetivo de este trabajo es analizar la fiabilidad de las distintas escalas empleadas y su variabilidad entre los trabajos que la usan, mediante la técnica de meta-análisis de generalización de la fiabilidad. Concretamente se propone un modelo de efectos aleatorios para estimar la fiabilidad media y se estudia la heterogeneidad de los coeficientes con los estadísticos Q de Cochran y I2. También se emplea la meta-regresión para conocer el efecto de variables moderadoras relacionadas con el instrumento (tipo de FIT-Choice, idioma de la prueba) y de la muestra (tipo de docente, % de mujeres y edad). Los resultados muestran una buena fiabilidad promedio en la mayor parte de las subescalas, excepto en tres, movilidad en el trabajo, elección de la carrera como opción alternativa y dificultad percibida, con valores por debajo de 0.7. Destaca la gran variabilidad de la fiabilidad entre estudios, siendo la escala de satisfacción la que presenta mayor heterogeneidad. Los hallazgos muestran cómo la variación de la fiabilidad de algunas escalas está vinculada a las características del FIT-Choice utilizado y al tipo de docente.

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