The construction and validation of a rating scale of self-perceived Competence of the Primary School Teachers (ECAD-EP), a teacher profile developed by teachers of primary education in the Spanish educational system, tries to operationalize teaching styles that allow the teacher to discover those features that best demonstrate a high effectiveness. The structure of the scale validity presents a three-dimensional model in the following order: (a) Socio-emotional, composed of the variables: "Coexistence", "Mediation", "Revitalization Group," "Emotional Involvement", "Adapting Communicative," "Communicative Sensitivity," "Empathy" and "Self-efficacy"; (b) Communicative-relational, consisting of the variables: "Assertiveness", "Affective Leadership", "Executive Leadership", "Conflict Resolution", "Nonverbal Communication" and "Paraverbal Communication"; (c) Instructional, which contains the variables: "Adapting to New Situations," "Instructional Control" and "Planning". Thus, the theoretical model of teaching, as defined initially, has appreciating elements and factors that form a multidimensional concept of meaning, including not only factual or behavioral variables, but also cognitive and metacognitive, social and emotional. Therefore, teaching is not only seen as a sequential, linear or uniform process, but circular in nature with a constant interplay between a number of variables or dimensions and multiple hierarchies.
|Keywords:||Teaching Styles, Evaluation of Teaching, Self-perceived Teaching Competence, Instructional Variables, Teacher Rating Scale|
Professor, Department of the Educational Psychology, University of Valladolid, Valladolid, Spain
Professor of the University, Department of Psychology, Faculty of Education and Social Work, University of Valladolid, Valladolid, Spain
Professor of University, Department of Psychology, Faculty of Education and Social Work, University of Valladolid, Valladolid, Spain