CHERIAN, B. M.

FROLLINI, E.

KOTTAISAMY, M.

LEAO, A. L.

POTHAN, L. A.

SOUZA, S. F.

THOMAS, S.

Cunha, Madalena

Duarte, João

Albuquerque, Carlos

Repositório Científico do Instituto Politécnico de Viseu

(a) CI&DETS - Health School of Viseu - Polytechnic Institute of Viseu; UICISA; CIEC and Universidade do Minho, CIEC, Braga, Portugal   *Corresponding author: madalenacunhanunes@gmail.com  (a)  CI&DETS - Health School of Viseu - Polytechnic Institute of Viseu; UICISA, Portugal duarte.johnny@gmail.com  (c) CI&DETS - Health School of Viseu - Polytechnic Institute of Viseu; UICISA; CIEC; CICS- UBI, Portugal cmalbuquerque@gmail.com  The factorial structure of the  supervisor’s core competencies scale  Madalena Cunha*, João Duarte, Carlos Albuquerque Introduction Problem Statement: The Core Competencies Scale (CoreCPS) of Cunha & Albuquerque’s (2017) was designed to assess the ideal skills that college students expect their mentor teacher to master.   The development of educational pedagogic and academic research in this field is of greater importance considering the lack of updated background knowledge of this topic.  Research Questions: What is the Supervisor Competency Core Scale internal consistency quality?  Purpose of the Study: Evaluate the psychometric properties, namely the factorial structure and the internal consistency of the Core Competency Scale of the Supervisor. Methodology Research Methods:This methodological study aims to assess the psychometric qualities of the Supervisor’s Core Competencies Scale (CoreCPS), in order to assess the competencies that polytechnic higher education students think a good mentor teachers should possess. The cross-sectional study obtained a favourable opinion (Nº 3/2017) issued by the Ethics Committee and is part of the project "Supervisão e Mentorado no Ensino Superior: Dinâmicas de Sucesso (SuperES)”, Reference: PROJ/CI&DETS/CGD/0005)- supervision and mentoring in Higher Education: Successful Dynamics- developed by the Escola Superior de Saúde de Viseu (Viseu’s School of Public Health), a branch of the Polytechnic Institute of Viseu, Portugal.   Participants The non-probability sampling for convenience was formed by 306 higher education students attending a medical school. The majority of the participants were female (81.7%). The youngest participants were 18 and the eldest were 42 and the average age was 21.15 years (± 3.54 SD). Male participants were on average older (Mean = 22.28 years ± 4.21 SD) than women (Mean ± 3.32 SD) with statistically significant differences (z =-3,058; p = 0.002). Results The CoreCPS Scale internal consistency study revealed the existence of three (3) factors/subscales: 1-Personal Factors (α=0.979); 2-Interpersonal/Communication Factors (α=0.946); and 3-Performance Factors (α=0.936). Cronbach's alpha coefficient found for the global 21-questions CoreCPS Scale of 0.972. Female students value more the supervisor’s personal competencies, while male students prefer the interpersonal competencies.  There were statistically significant differences between the values. The youngest students (≤19) are the ones who value all different kinds of competencies. These values express statistically significant differences when compared to the other age groups. Conclusion This research constitutes the first step in the evaluation of the psychometric quality of the Supervisor’s Core Competencies Scale(CoreCPS) , based on a sample of the Portuguese population. The study proves that the internal consistency values in the three different subscales and in the global score are strong. The CoreCPS scale revealed the existence of three (3) factors/subscales: 1 – Core Personal Factors (α = 0.979); 2 – Core Interpersonal/communication Factors (α = 0.946) and 3-Core Performance Factors (α = 0.936). The Cronbach’s alpha value found for the global CoreCPS scale was 0.972. The results clearly suggest that the identification of personal, interpersonal/communication and performance competencies evidenced by the supervisor should be considered during the assessment of the teachers’ pedagogical practices. They also seem foster the development of future research that will support pedagogical supervision and in which innovation will play an important role. The empirical results prove the following: -Higher education students consider that the mentor teacher’s most important features are his core personal factors, and value above all the others his ethics and the way he interacts with the others. -Female students value more the mentor’s personal competencies, while male students prefer his interpersonal competencies. These positions have statistical significant differences. Younger students (≤19) value any type of competencies and show statistically significant diferences when compared to other age groups.  As a contribution to the pedagogical practice carried out in higher education, the results show that it is of crucial importance that we identify the impact that the mentor teacher’s existence has on the students’ failure/school dropout.  This knowledge is very important since it fosters the development and implementation of pedagogical strategies that will promote students’ academic success and that will surely contribute to the development of academic practices that will foster a more personal and student-focused pedagogical relationship that is more and more relevant in modern didactics. Acknowledgments  FCT, Portugal, CI&DETS, Escola Supperior de Saúde, Instituto Politécnico de Viseu, Portugal and Caixa Geral de Depósitos and  CIEC, Minho University, Portugal. The overall investigation was previously funded by the FCT – Fundação para a Ciência e a Tecnologia (Portuguese Foundation for Science and Technology) within the project “Supervisão e Mentorado no Ensino Superior: Dinâmicas de Sucesso (SuperES)”, with the reference: PROJ/CI&DETS/CGD/0005).   We would like to express our gratitude to all the participants that made this study possible and to Ana Marques , Ana Gomes , Daniela Nascimento, Joaquim Pereira, Joel Lopes, Marta Murtinheira, Raquel Rosa & Sérgio Gonçalves, Students of the 30th  CLE, ESSV-IPV. References •Botti, S., & Rego, S. (2007). Preceptor, Supervisor, Tutor e Mentor: Quais são os seus paspéis? Revista Brasileira de Educação Médica, 32, 363-372. •Costa, N. S. (2012). Formação em Contexto Clínico: a Perspetiva do Estudante de Enfermagem. Porto: Escola Superior de Enfermagem do Porto. •Cunha, M. (Inv.Resp.) (2017). Projeto Supervisão e Mentorado no Ensino Superior: Dinâmicas de Sucesso (SuperES) (REFª: PROJ/CI&DETS/CGD/0005).  Obtido de http://www.ipv.pt/ci/projci/5.htm •Esteves, M (2009). Construção e desenvolvimento das competências profissionais dos profes- sores. Sísifo. Revista de Ciências da Educação, 08, pp. 37-48 Consultado em [Abril,2017] em http://sisifo.fpce.ul.pt •Karkowska, M. e. (2015). O método (modelo) de mentoria entre professores no ensino secundário e superior - número de projeto e de acordo - 2014-1-PL01-KA200-003335.  Polónia, Grécia, Portugal, Roménia, Espanha, Turquia.  •Maroco, J. (2014). Análise Estatística com utilização do SPSS (3ª ed.). Lisboa: Edições Sílabo. •Ordem dos Enfermeiros. (2010). Modelo de desenvolvimento profissional: processos e instrumentos para a operacionalização do sistema de certificação  de competências. Obtido em 26 de Fevereiro de 2017, de  s/cadernostematicos1.pdf>. Disponívelnainternet:<URL:http://membros.ordemenfermeiros.pt/Documentos/Document •Pinto, D. J. (2013). Indicadores de Estragégias de Supervisão Clínica em Enfermagem. Dissestação de Mestrado, Escola Superior de Enfermagem do Porto. •Silva, C. (2010). Orientação Profissional, mentoring, coaching e counseling: algumas singularidades e similaridades em práticas. Revista Brasileira de  Orientação Profissional, 11(2), 299-309. Recuperado em 12 de abril de 2017,  de http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1679-33902010000200014&lng=pt&tlng=pt  

The factorial structure of the  supervisor’s core competencies scale

Pineapple leaf fiber (PALF) which is rich in cellulose, abundantly available, relatively inexpensive, low density, nonabrasive nature, high filling level possible, low energy consumption, high specific properties, biodegradability and has the potential for polymer reinforcement. The utilization of pineapple leaf fiber (PALF) as reinforcements in thermoplastic and thermosetting resins in micro and nano form for developing low cost and lightweight composites is an emerging field of research in polymer science and technology. In this paper we examines the industrial applicabiliy of PALF, mainly for production of composite materials and special papers, chemical feedstocks (bromelin enzyme) and fabrics.CNPq - National Council of ResearchConselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)FAPESP - Sao Paulo Research Support Agenc

Universidade de São Paulo

Molecular Crystals and Liquid Crystals

Pineapple Leaf Fibers for Composites and Cellulose

Pineapple leaf fiber (PALF) which is rich in cellulose, abundantly available, relatively inexpensive, low density, nonabrasive nature, high filling level possible, low energy consumption, high specific properties, biodegradability and has the potential for polymer reinforcement. The utilization of pineapple leaf fiber (PALF) as reinforcements in thermoplastic and thermosetting resins in micro and nano form for developing low cost and lightweight composites is an emerging field of research in polymer science and technology. In this paper we examines the industrial applicabiliy of PALF, mainly for production of composite materials and special papers, chemical feedstocks (bromelin enzyme) and fabrics.Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP

Leão, Alcides Lopes

Souza, S. F.

Cherian, B. M.

Frollini, E.

Thomas, S.

Pothan, L. A.

Kottaisamy, M.

Acervo Digital da Unesp

http://repositorio.ipv.pt/bitstream/10400.19/5283/1/The%20factorial%20structure%20of%20the%20supervisor%e2%80%99s%20core%20competencies%20scale.pdf

The factorial structure of the supervisor’s core competencies scale

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Repositório Científico do Instituto Politécnico de Viseu

Universidade de São Paulo

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