Las Actitudes educativas del profesorado hacia las altas capacidadesValidación de la escala AEPAC

  1. Barrenetxea-Mínguez, Lucía 1
  2. Galindo-Domínguez, Héctor 2
  3. Yániz, Concepción 3
  1. 1 a:1:{s:5:"es_ES";s:21:"Universidad de Deusto";}
  2. 2 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  3. 3 Universidad de Deusto
    info

    Universidad de Deusto

    Bilbao, España

    ROR https://ror.org/00ne6sr39

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Revista:
Profesorado: Revista de curriculum y formación del profesorado

ISSN: 1989-6395,  1138-414X

Ano de publicación: 2024

Título do exemplar: Miscelánea

Volume: 28

Número: 1

Páxinas: 101-124

Tipo: Artigo

DOI: 10.30827/PROFESORADO.V28I1.29541 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Profesorado: Revista de curriculum y formación del profesorado

Resumo

Teachers’ attitudes shape the educational response to gifted and talented students. To enhance teacher training in gifted education, it is vital to understand teachers’ attitudes towards it. There are several instruments to assess teaching attitudes in this field, but the OGE questionnaire developed by Gagné (1991) is the most used instrument nowadays. The present study identifies the necessity of creating a new tool. Therefore, the main aim of our study is to create and validate a scale in Spanish that assesses teachers' attitudes towards gifted and talented education. We chose the DATA instrument as the foundation for translation and adaptation into Spanish to achieve our aim. After performing an exploratory factor analysis, a lack of internal consistency was observed, so the scale was restructured, resulting in a new scale formed by three dimensions (elitism, curricular adaptation and acceleration), which was answered by 546 teachers from early childhood education to vocational training. After performing a confirmatory factor analysis with the new scale, favorable reliability and validity indices were obtained, resulting in an optimal scale for measuring teachers' educational attitudes towards gifted and talented education.

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