ABSTRACT

Key competencies straddle an educational reform that has taken on a central role within the European Union. However, there is a lack of empirical instruments aimed at assessing preservice teachers’ opinion of competency-based policies, their self-evaluation regarding such policies, and their understanding of the intended rationale behind competency mandates. Instruments with similar aims in other contexts suffer psychometric shortcomings. Therefore, the authors’ aim was to design an instrument to examine primary preservice teachers’ beliefs about the role of key competencies in education, self-evaluate their understanding of the concept of key competencies, and determine if they understood the intended interdisciplinary focus. A three-phase pilot (n = 295, n = 277, n = 263) was carried out with each phase aimed at progressively improving the instrument’s psychometric soundness. Drawing from data obtained from the third pilot, the psychometric scale properties are reported for a much-needed assessment tool.

摘要

关键能力跨越了在欧盟内发挥核心作用的教育改革。然而，缺乏旨在评估职前教师对基于能力的政策的看法、他们对此类政策的自我评估以及他们对能力任务背后预期原理的理解的实证工具。在其他情况下具有类似目标的工具存在心理测量缺陷。因此，作者的目的是设计一种工具来检查初级职前教师对关键能力在教育中的作用的信念，自我评估他们对关键能力概念的理解，并确定他们是否理解预期的跨学科重点。三相导频 ( n = 295, n = 277, n= 263) 进行了每个阶段，旨在逐步提高仪器的心理测量稳健性。根据从第三个试点获得的数据，报告了心理测量量表属性，用于急需的评估工具。