Polish Adaptation and Psychometric Evaluation of the Reflective Practice Questionnaire: Teachers and Pedagogues Version
DOI:
https://doi.org/10.12775/PBE.2025.012Słowa kluczowe
reflective practice, Reflective Practice Questionnaire, teacher development, reflective practice capacityAbstrakt
Celem badania przedstawionego w niniejszym artykule była adaptacja oraz ustalenie właściwości psychometrycznych polskiej wersji Reflective Practice Questionnaire (Priddis i Rogers, 2018). Proces adaptacji obejmował tłumaczenie i adaptację kulturową. Próba badawcza w pierwszym etapie składała się z 63 dwujęzycznych uczestników. Kolejny etap badania objął 403 nauczycielek i nauczycieli. Właściwości psychometryczne RPQ, czyli Kwestionariusza Refleksyjnej Praktyki (KRP) w języku polskim zostały ocenione pod względem rzetelności i trafności. Rzetelność polskiej wersji kwestionariusza jest porównywalna z wersją oryginalną. Trafność kryterialną i zbieżną oceniano za pomocą kwestionariuszy Mini-COPE i Kwestionariusza Ruminacji-Refleksji. Analiza konformacyjna przeprowadzona dla jednej ze skal kwestionariusza – skali Reflective Capacity (Zdolność Do Refleksji - ZDR) kwestionariusza wykazała, że najlepiej dopasowanym do danych jest model czynnikowy drugiego rzędu. Ponadto istnieją słabe dodatnie korelacje między poszczególnymi podskalami skali ZDR a refleksyjną formą samoświadomości prywatnej. Badanie wykazało pewne słabe korelacje między skalą ZDR a niektórymi skalami Mini-COPE (planowanie, wsparcie instrumentalne, wsparcie emocjonalne, obwinianie siebie). Wystąpiły również słabe korelacje między innymi skalami KRP a wybranymi skalami Mini-COPE.
Wyniki potwierdzają wniosek, że KRP może być z powodzeniem stosowany w badaniach oraz w procesie kształcenia i doskonalenia zawodowego pedagogów, nauczycieli i studentów. Narzędzie może być przydatne w badaniu skuteczności różnych form doskonalenia takich jak szkolenia, superwizja lub autoewaluacja.
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Prawa autorskie (c) 2025 Zuzanna Sury
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