Validation of Interviews by Judgment of Experts in the Study of Inclusive Education in the Foreign Languages Area
Abstract
The purpose of this article is to show the experiences around the conceptualization, validation and implementation of interviews developed to analyze the educational practices that converge in second language teaching and learning processes to students with visual impairment in a Mexican public university. As a research strategy, three interviews were designed, validated (through the method of consulting experts) and applied to retrieve information on educational practices of an institutional, educational and social nature that have impacted the processes of teaching and learning a foreign language in students with visual impairment in the upper level. The methodological design consisted of five steps: 1) the elaboration of the instrument, 2) the implementation of the instrument, 3) the consultation of experts, 4) the re-elaboration of the instrument and 5) the consensus of the experts. Findings show that the use of the validation process in five sequential steps guarantees, through the registration of the judges’ opinion, the clear and coherent organization of the information in items according to each dimension. The analysis of data obtained during the validation process showed a high consensus on the part of the experts with a high internal coherence (Cronbach's alpha > 0.80) in each of the sections of the instruments.
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