Formação, saberes docentes e práticas de ensino dos professores orientadores de estágio: validação de instrumentos de pesquisa

The study aimed to validate research instruments in the area of teacher education, especially about the training, teaching knowledge and teaching practices of supervised curricular internship advisors who work in physical education courses. To validate the questionnaire and the interview script, it was adopted the Content Validity Index (CVI) method according to the guidelines of Alexandre & Coluci (2011), and Joventino (2010). 10 judges participated in this process, which were PhDs (3), masters (5) and specialists (2). The CVI ≥ 0.80 was considered valid. In the 5 criteria put under analysis, this indicator was reached, and the total CVI (average of the total CVI of each criterion) of the questionnaire was 0.94, while for the interview script was 0.96. As for the score (from 0-10) attributed by each judge in the analysis of the instrument in general, the average for the questionnaire was 9.4, and 9.5 for the interview script. Specifically, the instruments received adequate ratings in relation to the clarity of the items, the suitability of the items to achieve the thesis objectives, the reliability of the items in relation to the section in which they are part of, the ability of the items to add value, a critical analysis or to be related to the strand being studied, and finally a relation to the degree of relevance of the items to achieve the thesis objectives.The study aimed to validate research instruments in the area of teacher education, especially about the training, teaching knowledge and teaching practices of supervised curricular internship advisors who work in physical education courses. To validate the questionnaire and the interview script, it was adopted the Content Validity Index (CVI) method according to the guidelines of Alexandre & Coluci (2011), and Joventino (2010). 10 judges participated in this process, which were PhDs (3), masters (5) and specialists (2). The CVI ≥ 0.80 was considered valid. In the 5 criteria put under analysis, this indicator was reached, and the total CVI (average of the total CVI of each criterion) of the questionnaire was 0.94, while for the interview script was 0.96. As for the score (from 0-10) attributed by each judge in the analysis of the instrument in general, the average for the questionnaire was 9.4, and 9.5 for the interview script. Specifically, the instruments received adequate ratings in relation to the clarity of the items, the suitability of the items to achieve the thesis objectives, the reliability of the items in relation to the section in which they are part of, the ability of the items to add value, a critical analysis or to be related to the strand being studied, and finally a relation to the degree of relevance of the items to achieve the thesis objectives.O estudo teve como objetivo validar instrumentos de pesquisa na área de formação de professores, em especial sobre a formação, saberes docentes e práticas de ensino dos professores orientadores de Estágio Curricular Supervisionado que atuam em cursos de licenciatura em Educação Física. Para validação do questionário e do roteiro de entrevista, adotamos o método de Índice de Validação de Conteúdo (IVC) conforme as orientações de Alexandre e Coluci (2011) e Joventino (2010). Contamos com a participação de 10 juízes, entre doutores (3), mestres (5) e especialistas (2). Consideramos válido o IVC ≥ 0,80. Nos 5 critérios postos em análise este indicador foi alcançado, ficando o IVC total (média dos IVC total de cada critério) do questionário 0,94 e do roteiro de entrevista 0,96. Quanto à nota (de 0-10) atribuída por cada juiz na análise do instrumento de forma geral, a média do questionário foi 9,4 e do roteiro de entrevista 9,5. Especificamente, os instrumentos receberam taxas adequadas em relação à clareza dos itens, à adequação dos itens para atingir os objetivos da tese , à fidedignidade dos itens em relação à seção em que se encontram inseridos, à capacidade dos itens em agregar valor, análise crítica ou afim para a vertente estudada, e, finalmente, em relação ao grau de relevância dos itens para atingir os objetivos da tese