Interacciones docente-estudiante en educación infantil de Camboya: una validación inicial de la Escala de Creencias e Intenciones Docentes
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Los docentes mantienen numerosas creencias que influyen en sus prácticas de enseñanza diarias en el aula. Pese al creciente interés científico, existen pocos estudios sobre sus creencias e intenciones respecto a las interacciones docente-estudiante en países en vías de desarrollo. El presente trabajo investigó las creencias e intenciones de docentes de educación infantil en Camboya en relación con las interacciones docente-estudiante, centrándose en su estilo de juego, sensibilidad, comunicación verbal/no verbal, estructura factorial y relación. Un total de 409 docentes (90.2% mujeres) con edades entre 18 y 68 años participaron en el estudio. Se utilizó la Escala de Creencias e Intenciones Docentes. Se realizaron análisis descriptivos, análisis factorial confirmatorio y de correlación. Se halló que los participantes mantenían creencias e intenciones centradas en los estudiantes, destacando un vínculo directo entre sus creencias e intenciones en las interacciones docente-estudiante. El análisis factorial confirmatorio identificó cargas factoriales significativas para los factores de primer orden y una covarianza significativa entre los factores de segundo orden de creencias e intenciones. Se encontraron correlaciones moderadas entre los factores de segundo orden y sus respectivos factores de primer orden, enfatizando la interconexión entre creencias e intenciones. Este estudio apoya la validez de la Escala de Creencias e Intenciones Docentes, ofreciendo valioso conocimiento sobre la relación entre las creencias e intenciones respecto a las interacciones docente-estudiante, específicamente en el contexto de la educación infantil en Camboya. Se discuten las implicaciones para la investigación y el desarrollo profesional docente.
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