Design and Validation of an Instrument to Evaluate the Pedagogical Profile of University Teachers

Abstract

Enhancing educational quality in higher education requires valid tools to assess university teachers' pedagogical profiles. At the Universidad Técnica del Norte (UTN), there is a pressing need for a reliable instrument that can diagnose predominant pedagogical approaches and guide the design of effective faculty development programs. A mixed-methods study was conducted using a descriptive, exploratory, non-experimental, and cross-sectional design. Five experts in pedagogy validated the content of the instrument, and a pilot test was applied to 22 university teachers. The Content Validity Index (CVI) and Cronbach’s Alpha were used for statistical analysis. The instrument achieved a total CVI of 0.951, indicating strong agreement among the experts. Reliability analysis using Cronbach’s Alpha yielded a value of 0.817 for the 35-item scale, demonstrating good internal consistency. The constructivist, humanistic, and socio-critical dimensions received the strongest conceptual support. The validated instrument shows adequate psychometric properties, making it a valuable tool for assessing pedagogical profiles in university contexts. Its application will support the development of targeted training strategies and contribute to improving teaching practices, aligning with global quality standards and Sustainable Development Goal 4 (SDG 4).