Introduction.

The present study analyzes the psychometric properties of an instrument to assess university teachers' perceptions about pedagogical training in which they participate. This evaluation is carried out considering the successful training process' characteristics that facilitate learning transference to their classroom activities.

Subjects and methods.

Quantitative, psychometric, cross-sectional study was performed. 117 undergraduate teachers from health area degrees, chosen by non-probabilistic convenience sampling, answered Pedagogical Training Perception Questionnaire (CPFP) plus a sociodemographic questionnaire, with prior informed consent. The expert judgment of this questionnaire was performed before the survey. An Exploratory Factor Analysis (AFE) was performed after it.

Results.

The questionnaire's Content Validity Index was acceptable. According to the AFE, their 42 items were organized into four factors: Promotion of teacher reflection, Learning in functional networks, Learning adapted to the needs of the teacher and Active learning. Their reliabilities fluctuated between α=0.680 and α=0.951.

Conclusions.

The CPFP presents evidence in favor of its content validity and its construct validity. Likewise, three of its factors present good or excellent reliability, with a factor with questionable reliability that would require further revision.

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