Developing observation skills in pre-service teachers: Results of a pilot intervention based on the use of the Video Library of Good Teaching Practices Desenvolvimento das habilidades de observação nos estudantes de pedagogia: Resultados de uma intervenção experimental fundamentada na utilização da Videoteca Das Boas Praticas Docentes
The purposes of this study were to report on a systematic approach to validating a Spanish version of the Principal Instructional Management Rating Scale and then to apply the scale in a crossnational comparison of principal instructional leadership. The study yielded a validated Spanish language version of the PIMRS Teacher Form and offers a model of scale validation for other scholars who are interested in preparing an instrument for use outside of its culture of origin. The researchers used a back translation and expert panel procedure combined with psychometric analysis in order to achieve cultural equivalency for the translation. Psychometric properties of reliability (G Theory test of reliability) and validity (CFA, Rasch analysis) of the new version were assessed and compared to the original version in order to underpin its validity. The validation study employed a sample of 595 teachers and 26 principals in Santiago, Chile. The study yielded both a comprehensive analytical approach to cultural adaptation of survey instruments, as well a scale that can be used in Spanish speaking contexts. The study further demonstrated variability in patterns of instructional leadership practice across several national contexts.
Aun cuando en las últimas décadas la investigación ha relevado el liderazgo del director como factor clave para alcanzar buenos desempeños escolares (Hallinger & Murphy, 1985; Leithwood, 2009; Supovitz, Sirinides & Henry, 2010), éste también puede ser ejercido por otros agentes en las escuelas. Más recientemente diversos esfuerzos se han realizado para comprender cómo ciertos profesores influyen entre sus pares docentes (Bennett, Woods, Wise & Newton, 2007; Blandford, 2006; Busher, Hammersley-Fletcher & Turner, 2007) destacando su rol instruccional para asegurar el currículum y procesos de mejora (Busher, 2005a; Heng & Marsh, 2009). El presente artículo, bajo el proyecto Fondecyt Regular Nº 1161605, indaga sobre las expectativas de influencia de profesores en posiciones intermedias en las escuelas chilenas, a partir de una revisión bibliográfica y de experiencias internacionales. Se presenta un análisis sobre los enfoques, condiciones organizacionales, destacando oportunidades para potenciar el rol de mentor docente para mejor logro escolar.
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