ABSTRACT

The professionalism of teachers through collaboration has become increasingly important in the last years. This paper describes the process of designing and validating a questionnaire for the analysis of future Primary and Pre-school teachers’ collaboration patterns. The psychometric properties of the scale were obtained from the analysis of the validity of content (expert judgement and pilot test to 293 students of Primary Education and Pre-school Education at a Spanish university and from construct (factor analysis) and reliability (Cronbach Alpha), obtaining appropiate results (KMO = 0.89; CFI = 0.91; GFI = 0.95; AGFI = 0.96; SMSR = 0.05). Four factors were identified in the questionnaire on collaboration and shared professional learning: Assertiveness and personal willingness to work together, Group Cohesion, Leadership Capacity and Group Awareness. The results obtained are consistent with empirical studies carried out on the teachers’ willingness towards collaboration, ongoing training and teacher professional development.

摘要

在过去几年中，通过合作提高教师的专业水平变得越来越重要。本文描述了设计和验证用于分析未来小学和学前教师合作模式的问卷的过程。量表的心理测量特性是通过分析内容的有效性（对西班牙一所大学的 293 名初等教育和学前教育学生的专家判断和试点测试）以及结构（因素分析）和可靠性（Cronbach Alpha）获得的，获得适当的结果（KMO = 0.89；CFI = 0.91；GFI = 0.95；AGFI = 0.96；SMSR = 0.05）。在协作和共享专业学习问卷中确定了四个因素：自信和个人合作意愿、团队凝聚力, 领导能力和团队意识。获得的结果与对教师合作意愿、持续培训和教师专业发展的实证研究一致。