This paper describes the design and validation processes of a self-assessment questionnaire for teachers that includes the following scales: 1) Course planning, 2) Conduction of teaching sequences, 3) Communication and values, and 4) Evaluation of the learning progression. The results of the factorial analysis results revealed that the scales: "course planning" (factor loading> 0.50, α = 0.81), "Evaluation of progression of learning" (factor loading> 0.56 α = 0.75) and "communication and values" (factor loading> 0.63, α = 0.78.) are one-dimensional, whereas the scale "conducting teaching sequences" is composed of two-dimensions (teacher's teaching strategies α = 0.91; and promoting learning and understanding of knowledge α = 0.85), according to these data the instrument can be considered valid and reliable,  it can be used to promote a culture of reflection and self-analysis to improve the quality of teaching. It is suggested that the self-evaluation questionnaire should be applied jointly with other strategies to generate an external approach to the one perceived by the teachers on the quality of their teaching.

Teachers’ evaluation, teacher’s self-assessment, reflective practice, teachers’ self-report, design and validation of instruments.