Construction and validation of the Chinese Preschool Classroom Walkthrough Scale

• Sha Xie ^[1] ; Jing Li ^[2] ; Mengyun He ^[1] ; Hong Yin ^[1]
  1. [1] Shenzhen University

     Shenzhen University

     China

     
  2. [2] Chinese University of Hong Kong

     Chinese University of Hong Kong

     RAE de Hong Kong (China)

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 47, Nº 2, 2024, págs. 346-376
• Idioma: inglés
• DOI: 10.1177/02103702241253423
• Títulos paralelos:
  • Elaboración y validación de la Escala de Visitas al Aula CPCWS en la Educación Infantil en China
• Enlaces
  • Texto completo
• Resumen
  • español

    Las visitas al aula (classroom walkthrough) constituyen una forma de supervisión pedagógica que facilita la mejora de la calidad docente. En el presente estudio se desarrolla y valida un instrumento de evaluación de estas visitas en el contexto de la Educación Infantil (EI) en China. Los resultados revelan que la escala CPCWS (Chinese Preschool Classroom Walkthrough Scale) aborda cinco dimensiones: contenido de la visita, aptitudes pedagógicas, desarrollo profesional, cultura comunitaria y problemas o dificultades. La CPCWS mostró un buen ajuste del modelo y validez concurrente, y reveló correlaciones con el agotamiento, el bienestar y la eficacia del profesorado. Estos resultados también arrojan luz sobre el estado actual de esta práctica en China y abogan por un mayor desarrollo y aplicación de la CPCWS para mejorar la calidad de la Educación Infantil.

  • English

    Classroom walkthrough is a form of instructional supervision that supports quality enhancement. The current study developed and validated a measure of classroom walkthrough in the early childhood education (ECE) setting in China. Results indicated that the Chinese Preschool Classroom Walkthrough Scale (CPCWS) included five domains, namely, the content of classroom walkthrough, pedagogical skills, professional growth, culture of community, and challenges. The CPCWS showed good model fit and demonstrated concurrent validity by correlating with teacher burnout, well-being and teaching efficacy. These findings also shed light on the current state of classroom walkthrough practices in China and advocate for further development and use of the CPCWS to improve preschool quality. The study underscores the necessity for additional research on classroom walkthrough in ECE settings.

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