شبكة المعلومات العربية التربوية

Research in teaching education programs has focused on competence development and evaluation. This study aims to develop and validate an observation grid to measure pre-service teachers’ acquisition and practice of competences during the training sessions. A grid consisting of a demographic introduction and a three-scale questionnaire, along with a comment and feedback section, was constructed on the basis of an adapted Perennoud (2001) competences framework and following Chatila and Abou Ali’s (2016) reflective practice model. A cross-sectional study was conducted in order to validate the three-scale questionnaire. Content validity was assessed by means of Lawshe’s method; factor analysis was used to assess construct validity; and Cronbach’s α was employed to test internal consistency. In addition, a bivariate study and a comparison of means were also conducted in order to ensure the validity of the factors extracted. A sample of 133 pre-service teachers at the faculty participated in the validation study. The findings show the development of a psychometrically reliable tool with high construct, content, internal and external validity to measure the pre-service teachers’ competency development and practice over the practice courses. The grid can also be used to evaluate the teacher education program and monitor the progress of practice teaching. (Published abstract)