<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1316-4821</journal-id>
<journal-title><![CDATA[Universidad, Ciencia y Tecnología]]></journal-title>
<abbrev-journal-title><![CDATA[uct]]></abbrev-journal-title>
<issn>1316-4821</issn>
<publisher>
<publisher-name><![CDATA[AutanaBooks S.A.S. Revista de la Universidad Experimental Politécnica Antonio José de Sucre, Vice Rectorado Puerto Ordaz, Venezuela, gestionada en Ecuador por AutanaBooks]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1316-48212025000100056</article-id>
<article-id pub-id-type="doi">10.47460/uct.v29i126.906</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Validez factorial de la escala de cosmovisión pedagógica personal para evaluar la formación docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Factorial validity of the personal pedagogical worldview scale to assess teacher education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cueva Gómez]]></surname>
<given-names><![CDATA[Walter Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acuña Casas]]></surname>
<given-names><![CDATA[Bernardo Raúl]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Peruana Unión  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Peruana Unión  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<volume>29</volume>
<numero>126</numero>
<fpage>56</fpage>
<lpage>67</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S1316-48212025000100056&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S1316-48212025000100056&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S1316-48212025000100056&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La investigación tuvo como objetivo determinar la validez de constructo mediante análisis factorial, explicando un conjunto de 29 variables observables que conforman la escala de implicación de la cosmovisión pedagógica personal en el acto educativo a través de un modelo lineal. Este análisis permitió reducir las variables a un número menor de factores hipotéticos con una interpretación sustantiva. La muestra (N = 691) incluyó maestros, tanto en ejercicio docente como en otras funciones. Los resultados revelaron una estructura tetrafactorial con índices adecuados de validez y confiabilidad. Las pruebas de KMO y Bartlett confirmaron la idoneidad del análisis factorial, y la rotación Varimax identificó cuatro factores principales: aspecto cognitivo, socioafectivo, espiritual y físico, cada uno correlacionado con grupos específicos de variables educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of the research was to determine the validity of the construct through factor analysis, explaining a set of 29 observable variables that make up the scale of involvement of the personal pedagogical worldview in the educational act through a linear model. This analysis allowed the variables to be reduced to fewer hypothetical factors with a substantive interpretation. The sample (N = 691) included teachers in teaching and other functions. The results revealed a tetrafactorial structure with adequate validity and reliability indices. KMO and Bartlett&#8217;s tests confirmed the adequacy of factor analysis, and the Varimax rotation identified four main factors: cognitive, socio-effective, spiritual, and physical, each correlated with specific groups of educational variables.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[validez factorial]]></kwd>
<kwd lng="es"><![CDATA[escala de valoración]]></kwd>
<kwd lng="es"><![CDATA[cosmovisión pedagógica]]></kwd>
<kwd lng="en"><![CDATA[factorial validity]]></kwd>
<kwd lng="en"><![CDATA[rating scale]]></kwd>
<kwd lng="en"><![CDATA[pedagogical worldview]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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