SEM model for technological, ecological and inclusive teacher training in times of pandemic

Antonio Hernández Fernández,Claudia De Barros Camargo

doi:10.35699/1983-3652.2021.33640

Antonio Hernández Fernández, Claudia De Barros Camargo

Open Access

https://doi.org/10.35699/1983-3652.2021.33640

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Abstract

This work tries to analyze the relationship between teacher training (TT), teacher training in inclusive education (TTIE), teacher training in technologies (TTT), teacher training in ecology (TTE) and teacher training in time of pandemic (TTP), through a confirmatory factor analysis (CFA) with structural equation model (SEM) of a Likert scale created ad hoc, validated and confirmed. For the search for answers, a non-experimental, descriptive, explanatory and correlational research process has been carried out. The instrument used to collect the data has been a scale, which has been validated in content and with an excellent Cronbach's alpha (.902). The construct validity has been carried out with an exploratory factorial analysis (EFA). The sample has been of 598 students of Master's Degree in Teacher Training and the last year (4th) of the Primary Education Degree from the University of Jaen (Spain). It can be concluded that there is a relationship between the different forms of teacher training, from the correlational analysis the highest coefficient is between teacher training and teacher training in ecology and teacher training in inclusive education. From the CFA it is confirmed that this correlation is a very strong one, so that inclusion and ecology should be central axes in all teacher training, on the other hand, it concludes the low relationship between teacher training and teacher training in times of pandemic, so that, at least in theory, Covid-19 should not affect teacher training.

Highlights

At the end of 2019, in Wuhan City, a type of coronavirus, the 2019-nCoV, renamed SARS-CoV2, which is causing social and educational changes
In relation to the expert judgment, the (a) expert competence coefficient, (b) content validity of the instrument, and (c) interobserver agreement analysis was calculated. (a) K is obtained from the knowledge coefficient (Kc) and the argumentation coefficient (Ka), obtaining a value of .91, which is high (BLASCO; LÓPEZ; MENGUAL, 2010). (b) The content validity of the instrument was carried out using the Lawshe method (1975) modified by Tristán (2008), which shows that the items as a whole are valid when reaching a global validity index (CVI) of .93. (c) The interobserver agreement analysis was carried out using the Fleiss kappa index, obtaining a result of .940 (Sig .000), which corresponds to an almost perfect agreement between experts (LANDIS; KOCH, 1977)
The data analysis resulting from the research allows affirming the relationship between the study dimensions, as well as obtaining a reliable, validated and confirmed research instrument to analyze the relationships between the established dimensions, achieving the established general objective, confirming the study hypothesis and demonstrating that we have a relationship between the different elements, it is very interesting the idea that the ecological training offered by foreign institutions is of higher quality than the national one in times of pandemic, as well as that teacher training is key for an educational system according to the XXI century in times of pandemic, ideas of great value in the constructed scale

Summary

Introduction

At the end of 2019, in Wuhan City, a type of coronavirus, the 2019-nCoV, renamed SARS-CoV2 (covid19), which is causing social and educational changes. Nieva and Martínez (2016), consider teacher training as a key factor to transform a society that gives value to human development, which is why it is convenient to relate teacher training with personal training, theoretical and disciplinary training and research training, giving, in addition, great emphasis to the development of values such as freedom, respect, solidarity and other inclusive values (DÍAZ QUERO, 2006). Teacher training in the field of inclusion is undergoing substantial changes in recent years, from the idea of Booth and Ainscow (2000), which emphasizes the idea of inclusion based on inclusive policies, inclusive practices and inclusive culture, to a more realistic vision based on the development of inclusive values as a starting point to achieve real inclusion (ARNAIZ, 2019)

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