Development and Validation of the Teachers’ Role in Conducting Authentic Dialogue Questionnaire

Abstract

Teacher's role perception questionnaires exist in different domains. However, none refer to their role perceptions on conducting authentic dialogue in classrooms or with the pre-schoolers. There was a need for this type of questionnaire in order to quantitatively analyze the results before and after a preschool teacher's training program on authentic dialogue. The teacher's role perception on conducting authentic dialogue in the classroom questionnaire (TRPADQ) was based on Wubbels, Creton and Hooymaayer Questionnaire on Teacher Interaction (QTI) as described in Fraser and Walberg (1991). The article details the validation process of the questionnaire. The validation had three stages: a judicial review by early childhood pedagogical advisors and lectures with an expertise in dialogue, an Explanatory Factor Analysis (EFA) and a Confirmatory Factor Analysis (CFA).