Evaluación de la tutoría en los estudios d posgrado: construcción y validez de escalas
[EN] The graduate studies focused in researchers training is a cornerstone in the development of knowledge in contemporary societies. This study analyzes the formative processes in postgraduate education level that is mediated by tutoring designed to training researchers. Reviewing the literature, w...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/85074 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/85074 |
| Access Level: | acceso abierto |
| Palabra clave: | Tutoría Posgrado Medición Evaluación Instrumento de medida Análisis factorial Tutoring Postgraduate education Evaluation Measuring instruments Factor analysis |
| Sumario: | [EN] The graduate studies focused in researchers training is a cornerstone in the development of knowledge in contemporary societies. This study analyzes the formative processes in postgraduate education level that is mediated by tutoring designed to training researchers. Reviewing the literature, we found very few instruments that evaluated the tutoring through the study of the functions and activities at the training process. This absence can be explained by the lack of definitions about the construct called postgraduate tutoring. The predominant models of tutoring recognize that it is a personalized training model that includes: building capacity for research, professional practice and incorporation into teaching in higher education. Our work extended this concept to include also aspects related to socialization, and the integration of students into the epistemic and professional communities. The overall objective of this article was to construct a measurement instrument on postgraduate tutoring, based on an integrative theoretical model; the psychometric validation process of eleven Likert type response scales was performed. The scales included both formative and socializing functions, as well as interpersonal aspects that promote the interaction between postgraduates and tutors. The scales have an acceptable internal consistency. The validity of the instrument was obtained by factorial analysis, each scale explains more than 50% of the variance. |
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