Cuestionario De Percepción De La Formación Pedagógica: Estructura Factorial Y Confiabilidad En Académicos De La Salud Chilenos

espanolIntroduccion. El presente estudio analiza las propiedades psicometricas de un instrumento para evaluar la percepcion de los docentes universitarios sobre las capacitaciones pedagogicas en las que participan. Esta evaluacion se realiza conside-rando las caracteristicas propias de una capacitacion exitosa que facilite la transferencia al aula de lo aprendido. Sujetos y metodos.Estudio cuantitativo, psicometrico, transversal. Respondieron el cuestionario de percepcion de la for-macion pedagogica (CPFP) mas un cuestionario sociodemografico, previo consentimiento informado, 117 docentes de grado del area de la salud, elegidos por muestreo no probabilistico por accesibilidad. Se realizo un juicio de experto del cuestionario antes de la aplicacion, y despues de esta se realizo un analisis factorial exploratorio. Resultados. El indice de validez del contenido del cuestionario fue aceptable. Segun el analisis factorial exploratorio, los 42 items del CPFP se organizaron en cuatro factores: promocion de la reflexion docente, aprendizaje en redes funciona-les, aprendizaje adaptado a las necesidades del docente y aprendizaje activo. Sus confiabilidades fluctuaron entre alfa= 0,68 y alfa = 0,951. Conclusiones.El CPFP presenta evidencia a favor de su validez de contenido y de su validez de constructo. Asimismo, tres de sus factores presentan confiabilidades buenas o excelentes, con un factor con confiabilidad cuestionable que requeri-ria una mayor revision. Englishntroduction. The present study analyzes the psychometric properties of an instrument to assess university teachers’ perceptions about pedagogical training in which they participate. This evaluation is carried out considering the successful training process’ characteristics that facilitate learning transference to their classroom activities.Subjects and methods. Quantitative, psychometric, cross-sectional study was performed. 117 undergraduate teachers from health area degrees, chosen by non-probabilistic convenience sampling, answered Pedagogical Training Perception Questionnaire (CPFP) plus a sociodemographic questionnaire, with prior informed consent. The expert judgment of this questionnaire was performed before the survey. An Exploratory Factor Analysis (AFE) was performed after it. Results. The questionnaire’s Content Validity Index was acceptable. According to the AFE, their 42 items were organized into four factors: Promotion of teacher reflection, Learning in functional networks, Learning adapted to the needs of the teacher and Active learning. Their reliabilities fluctuated between α=0.680 and α=0.951. Conclusions. The CPFP presents evidence in favor of its content validity and its construct validity. Likewise, three of its factors present good or excellent reliability, with a factor with questionable reliability that would require further revision