Validation of a Teaching Skills and Aptitude Model for Instructors in the Field of Secondary Technical Education

Abstract

This article gives an account of the stages involved in validating a structural model to address teaching skills and aptitudes among instructors and professors in the field of Secondary Technical Vocational Education (EMPT – Spanish acronym). For the validity of the construct and the criteria, a questionnaire was developed that includes sentences and phrases associated with the latent variables; namely, professional action, social competence and professional teaching vocation. These variables were evaluated with the help of national and international experts. Then, the content validity index was determined, and the behavior of the conceptual assessment scale and the instrument was evaluated in a random sample, using confirmatory factor analysis. The article ends with a look at the theoretical convergence of the new structural models that are revealed, based on the initial choice of constructs adjusted to the reality of EMPT teachers in Chile who work in environments where there is a high degree of social vulnerability.