Adaptação cultural de um instrumento para avaliar as emoções do professor (TEQ)  : Adaptação cultural - TEQ

Camila Marta de Almeida; Sofia Freire

doi:10.21814/rpe.20687

Authors

Camila Marta de Almeida Instituto de Educação - Universidade de Lisboa https://orcid.org/0000-0002-8511-1601
Sofia Freire Universidade de Lisboa, Instituto de Educação, Portugal https://orcid.org/0000-0002-9394-9738

DOI:

https://doi.org/10.21814/rpe.20687

Keywords:

Teachers' emotions, Cultural adaptation, Teacher Emotion Questionnaire

Abstract

The study of teachers' emotions has been gaining prominence, and emotions are currently recognized as an essential dimension affecting teachers’ work. Despite having gained relevance in the educational area, there is a need for valid instruments that measure teachers’ discrete emotions. This study aimed to translate the Teacher Emotion Questionnaire (TEQ) to the Portuguese language and to adapt it to the Brazilian culture. Fifty-one participants were involved: four translators, seven specialists, 40 teachers, and also the researchers and the main author of the original TEQ. The current methodological study followed six stages: (1) translations; (2) synthesis of the translated versions; (3) committee of experts; (4) evaluation by the target audience; (5) reverse translation; (6) pilot study. The translation and synthesis steps were carried out properly, and some changes were made after the assessment by the experts and target audience. The pilot study showed that the adapted instrument is easy to understand and fill in. Finally, after some adjustments, the cultural adaptation was approved by the main author of the original TEQ. This study was the first step to provide a reliable and valid instrument on the emotions of teachers. The next step will be the exploration of the psychometric properties of TEQ - Brazilian version.

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Author Biographies

Camila Marta de Almeida, Instituto de Educação - Universidade de Lisboa

Doutoranda em Educação, na especialidade Psicologia da Educação, pelo Instituto de Educação da Universidade de Lisboa. Bolseira de Doutoramento da Fundação para a Ciência e a Tecnologia – FCT (SFRH/BD/145367/2019). Mestre em Educação, na área Cognição, Aprendizagem e Desenvolvimento Humano, pela Universidade Federal do Paraná. Licenciada em Educação Fisica pela Universidade Tuiuti do Paraná.

Sofia Freire, Universidade de Lisboa, Instituto de Educação, Portugal

Professora Auxiliar no Instituto de Educação da Universidade de Lisboa. Mestre em Psicopatologia e Psicologia Clínica e Doutora em Educação pela Universidade de Lisboa. Licenciada em Psicologia.

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