Resumo

LOPEZ, Carlos Monge; ALCOFORADO, Joaquim Luís Medeiros; SABORIDO, David Montalvo  e  SEIJO, Juan Carlos Torrego. TEACHING INNOVATION FACTORS IN PORTUGAL ACCORDING TO TEACHERS. Rev. Bras. Educ. [online]. 2022, vol.27, e270015.  Epub 24-Fev-2022. ISSN 1809-449X.  https://doi.org/10.1590/s1413-24782022270015.

The aim of this study was to analyze the psychometric properties of the adaptation and translation of the Teaching Innovation Factors Questionnaire to the Portuguese context and to understand its meaning according to innovative teachers. A mixed research design was developed, combining quantitative (questionnaire completed by 273 teachers of first, second, and third cycle) and qualitative techniques (focus group in an innovative school with a headmaster, a counsellor, and four teachers). Psychometric analyses of the questionnaire and a qualitative analysis that confirmed and gave meaning to the quantitative data were performed. Three factors of innovation appear in Portugal: Institutional Participation, Psychopedagogical Openness, and Didactic Planning. Both quantitatively and qualitatively, the first of them is the most important in teaching innovation. In conclusion, the main teaching innovation factors can be self-assessed through a valid and reliable questionnaire with teachers.

Palavras-chave : mixed design; focus group; educational innovation; teachers; questionnaire.

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