Motivación de los profesores para la enseñanza en la educación superior: validación portuguesa de un cuestionario
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https://doi.org/10.1590/1982-4327e3104Palabras clave:
Motivación intrínseca, Profesores, Educación superiorResumen
La motivación para la enseñanza es clave en el desarrollo de una educación superior de calidad, porque determina la inversión de los profesores en experiencias de aprendizaje de calidad para sus estudiantes, así como la eficacia institucional y el bienestar. El estudio tuvo como objetivo validar un cuestionario, desarrollado originalmente en Bélgica, destinado a evaluar tres dimensiones (autoeficacia, interés y esfuerzo) sobre la motivación intrínseca para la docencia, en una población nacional distinta. La muestra consistió en 616 académicos que trabajan en instituciones públicas de educación superior en Portugal. Se realizó un análisis factorial confirmatorio y se analizó la consistencia interna de los ítems por dimensión. La dimensionalidad original del constructo se confirma en la muestra portuguesa. La motivación para enseñar en este contexto se explica principalmente por los siguientes factores: eficacia personal, interés en la tarea y esfuerzo en la enseñanza. La diferencia que se encontró es que la eficacia personal no pudo dividirse en contextual y general.
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indawi Publishing Corporation
Education Research International
Volume 2012, Article ID 265293, 6 pages
doi:10.1155/2012/265293
Hindawi Publishing Corporation
Education Research International
Volume 2012, Article ID 265293, 6 pages
doi:10.1155/2012/265293
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