| dc.description.abstract | This research aims to develop and validate a scale to measure subjectively the teaching
competencies to innovate in higher education. In this sense, it is conceived that the teaching
competencies to innovate are the continuing education ‒ search, update, and reflection on
teaching practice; the creativity ‒ creation, proposition, development, and risk-taking of new
ideas with given autonomy and protagonism and; digital fluency ‒ diverse use of technological
resources that are linked to the planning of teaching practices to the purposes of improving
theoretical or practical learning. Thus, the thesis brings two original scientific contributions: i)
propose and validate a scale to measure the teaching competencies to innovate in higher
education, in a context where there are no instruments of this nature and ii) associate these
competencies with the engagement in teaching work. Thus, based on the theoretical analysis,
an initial set of items was elaborated, which passed the validity of the content, using the Delphi
technique and face validity, with a pre-test that underwent exploratory factor analysis.
Subsequently, a survey was carried out to obtain a sample of 523 respondents. The set of items
was validated by the structural equation modeling so that the Teachers’ Competency Scale for
innovation in higher education (TCS - HIE), which has four dimensions: continuing education,
creativity, digital fluency, and scientificity, and it has psychometric properties to subjectively
measure what was proposed. Furthermore, the dimensions of the TCS - HIE scale are related
significantly to the dimensions of the Work Engagement Scale (WES), according to the
proposed hypotheses, confirming the thesis that there is a relationship between the phenomena
in question. Finally, high levels of teaching competencies in the surveyed sample in all
dimensions were identified. In the same way, high levels of engagement are perceived, as
being cognitive, emotional, social with colleagues, or social with students. Considering the
former information, the research reached the goal to develop and validate a scale, which is
expected to be used by distancing itself from classificatory diagnoses, creating reflective spaces
on teaching practice in higher education with a view to innovation. | |
