000161058 001__ 161058
000161058 005__ 20251017144605.0
000161058 0247_ $$2doi$$a10.1007/s44322-025-00037-w
000161058 0248_ $$2sideral$$a144287
000161058 037__ $$aART-2025-144287
000161058 041__ $$aeng
000161058 100__ $$0(orcid)0000-0002-4706-6600$$aPalomero-Fernández, Pablo$$uUniversidad de Zaragoza
000161058 245__ $$aAssessing the willingness of Spanish pre-service secondary school teachers to use group dynamics techniques. Design and validation of an instrument
000161058 260__ $$c2025
000161058 5060_ $$aAccess copy available to the general public$$fUnrestricted
000161058 5203_ $$aNowadays, secondary school teachers are expected to adopt didactic methods that encourage student interaction and increase motivation. The Master’s Degree in Secondary School Teaching prepares pre-service teachers to design and implement group-based teaching methods. To this end, the programme provides both theoretical and practical training, prioritising direct experience with group dynamics techniques for future application in the classroom. This study had two objectives: first, to develop and validate an instrument to assess pre-service teachers’ willingness to use group dynamics techniques; and second, to examine the influence of sex on the instrument’s factorial structure. A mixed-methods approach was applied, structured in two phases: content validity was established through expert judgement, followed by statistical analyses to assess internal structure. The results demonstrated adequate expert agreement, strong internal consistency and a good model fit. Additionally, multigroup analysis supported factorial invariance across sexes. The instrument serves as a valuable tool to assess the willingness of Master’s students to employ group techniques. Findings from this assessment can help tailor support for trainees with different profiles during initial training and inform selection and guidance processes. Moreover, it gauges pre-service teachers’ preparedness to adopt active methodologies, offering a means to measure the programme’s effectiveness in promoting methodological change.
000161058 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S57-17R$$9info:eu-repo/grantAgreement/ES/DGA/S63-23R
000161058 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000161058 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000161058 700__ $$0(orcid)0000-0003-0394-5205$$aVicente-Sánchez, Eva$$uUniversidad de Zaragoza
000161058 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000161058 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000161058 773__ $$g14, 1 (2025), 17 pp.$$tJournal of New Approaches in Educational Research$$x2254-7339
000161058 8564_ $$s1219003$$uhttps://zaguan.unizar.es/record/161058/files/texto_completo.pdf$$yVersión publicada
000161058 8564_ $$s2288075$$uhttps://zaguan.unizar.es/record/161058/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000161058 909CO $$ooai:zaguan.unizar.es:161058$$particulos$$pdriver
000161058 951__ $$a2025-10-17-14:15:02
000161058 980__ $$aARTICLE