Process-oriented teaching is generally recognized as a way to promote lifelong learning, which in turn is tied to a demand of modern society. The purpose of this study is to examine psychometric properties and construct validity of Process-Oriented Teaching Questionnaire. A multi-group confirmatory factor analysis (MCFA) is performed to test the scale theoretical structure and the metric invariance across teachers' lenght of service. Results of MCFA are consistent with the hypothesized scale structure and show measurement invariance across different lengths of teaching service. The reliability of the scales in terms of internal consistency ranged from .81 to .87. (C) 2013 The Authors. Published by Elsevier Ltd.
Measuring process-oriented teaching / Alivernini, F; Manganelli, S; Lucidi, F. - In: PROCEDIA: SOCIAL & BEHAVIORAL SCIENCES. - ISSN 1877-0428. - 84:(2013), pp. 1346-1349. (Intervento presentato al convegno 3rd World Conference on Psychology, Counselling and Guidance (WCPCG) tenutosi a Efes, Turkey) [10.1016/j.sbspro.2013.06.754].
Measuring process-oriented teaching
Alivernini, F;Manganelli, S;Lucidi, F
2013
Abstract
Process-oriented teaching is generally recognized as a way to promote lifelong learning, which in turn is tied to a demand of modern society. The purpose of this study is to examine psychometric properties and construct validity of Process-Oriented Teaching Questionnaire. A multi-group confirmatory factor analysis (MCFA) is performed to test the scale theoretical structure and the metric invariance across teachers' lenght of service. Results of MCFA are consistent with the hypothesized scale structure and show measurement invariance across different lengths of teaching service. The reliability of the scales in terms of internal consistency ranged from .81 to .87. (C) 2013 The Authors. Published by Elsevier Ltd.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
