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İlköğretim Matematik Öğretmeni Adaylarının Öğretmen Eğitimi Programının Etkinliği Hakkında İnanışları: Ölçek Geçerlik ve Güvenirlik Çalışması

Year 2018, Volume: 26 Issue: 3, 777 - 788, 15.05.2018
https://doi.org/10.24106/kefdergi.342342

Abstract

Bu araştırmanın amacı, uluslararası TEDS-M çalışması için
geliştirilmiş Öğretmen Eğitimi Programının Etkinliği Hakkında İnanışlar
Ölçeği’nin (Tatto vd., 2008) Türkçe formunun geçerlik ve güvenirliğini
incelemektir. Araştırma Türkiye’nin yedi farklı bölgesinden rastgele seçilen
birer üniversiteden toplam 583 ilköğretim matematik öğretmeni adayı üzerinde
yürütülmüştür. Açımlayıcı faktör analizi (AFA) sonucunda toplam açıklanan
varyansın %65 olduğu ve maddelerin tek faktör altında toplandığı görülmüştür.
Doğrulayıcı faktör analizinde (DFA) tek boyutlu modelin iyi uyum verdiği
görülmüştür (x2=25.83, sd=9, RMSEA=0.08, GFI=0.96, AGFI=0.89, CFI=0.98, NFI=0.97,
NNFI=0.95). Türkçe formda bulunan maddeler ile toplam arasındaki korelasyon
katsayılarının 0.78 ile 0.84 arasında değiştiği bulunmuştur. Ölçeğin iç
tutarlılık güvenirlik katsayısı 0.90 olarak bulunmuştur. Bu sonuçlar ölçeğin
Türkçe formunun geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

References

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  • Aydın, S. (2014) İlköğretim matematik öğretmeni adaylarının öğretme bilgilerinin, inanışları-nın ve öğrenme fırsatlarının üniversiteler ve TEDS-M sonuçlarına göre karşılaştırılması. Ya-yınlanmamış doktora tezi. Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.
  • Baumert, J., & Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkraeften. Zeitschrift für Erziehungswissenschaft, 9, 469–520.
  • Beavers, A. S., Lounsbury, J. W., Richards, J. K., Huck, S. W., Skolits, G. J., & Esquivel, S. L. (2013). Practical considerations for using exploratory factor analysis in educational rese-arch. Practical assessment, research & evaluation, 18(6), 1-13.
  • Blömeke, S., Felbrich, A., Müller, C., Kaiser, G., & Lehmann, R. (2008). Effectiveness of teacher education. ZDM, 40(5), 719-734.
  • Bromme, R. (2005). Thinking and knowing about knowledge: A plea for and critical remarks on psychological research programs on epistemological beliefs. In M. Hoffmann, J. Lenhard & F. Seeger (Eds.), Activity and sign—Grounding mathematics education (pp. 191–201). New York: Springer.
  • Bryman, A., & Cramer, D. (2001). Quantitative data analysis with SPSS release 10 for Windows. New York.
  • Büyüköztürk, Ş. (2007). Sosyal Bilimler için Veri Analizi El Kitabı: İstatistik, Araştırma Deseni, SPSS Uygulamaları ve Yorum. (Yedinci Baskı). Ankara: PEGEM A Yayıncılık.
  • Cochran-Smith, M., & Zeichner, K. M. (Eds.) (2005). Studying Teacher Education. The Report of the AERA Panel on Research and Teacher Education. Mahwah, N.J.: Lawrence Erlbaum.
  • Comrey, A. L. and Lee, H. B. (2013). A first course in factor analysis. Psychology Press.
  • Deng, Z. (1995). Estimating the reliability of the teacher questionnaire used in the Teacher Education and Learning to Teach (TELT). (National Center for Research on Teacher Learning Technical Series, 95(1), 39 pp.) Available online at http://ncrtl.msu.edu / http / TSeries / TS%2095-1.pdf.
  • Derebaşı, I. (2004). Evlilik doyumu ölçeğinin (MSI-R) madde cevap kuramına dayalı olarak psikometrik özelliklerinin incelenmesi ve adaptasyon çalışması. Yayınlanmamış Doktora Tezi, Ege Üniversitesi Sosyal Bilimler Enstitüsü, İzmir.
  • Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation, 105(3), 399-412.
  • Ferrini-Mundy, J., Schmidt, W. H., Bates, P., Joyner, T., Leroi, G., & Wigent, C. (2006). Knowing Mathematics: What We Can Learn from Teachers (PROM/SE Research Report Nr. 2). East Lansing: Michigan State University.
  • Günüç, S. ve Kayri, M. (2010). Türkiye’de internet bağımlılık profili ve internet bağımlılık ölçeğinin geliştirilmesi: Geçerlik-güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39).
  • Gür, B. S., Celik, Z., & Özoğlu, M. (2012). Policy options for Turkey: A critique of the interp-retation and utilization of PISA results in Turkey. Journal of Education Policy, 27(1), 1-21.
  • Ingvarson, L., Beavis, A., & Kleinhenz, E. (2007). Factors affecting the impact of teacher edu-cation programmes on teacher preparedness: implications for accreditation policy. European Journal of Teacher Education, 30(4), 351-381. Leder, G. C., Pekhonen, E., & Törner, G. (Eds.). (2002). Beliefs. A hidden variable in mathe-matics education? Dordrecht: Kluwer.
  • Ledesma, R. D., & Valero-Mora, P. (2007). Determining the number of factors to retain in EFA: An easy-to-use computer program for carrying out parallel analysis. Practical assess-ment, research & evaluation, 12(2), 1-11.
  • OECD (2004), “Learning for Tomorrow’s World: First results from PISA 2003”, (Paris: OECD Publishing).
  • OECD (2007), “PISA 2006: Science competencies for tomorrow’s World”, (Paris: OECD Publishing).
  • OECD (2010), “PISA 2009 Results: What students know and can do: Student performance in reading, mathematics and science”, (Paris: OECD Publishing).
  • OECD (2013), “PISA 2012 Results: What students know and can do: Student performance in mathematics, reading and science”, (Paris: OECD Publishing).
  • Orrill, C. H., & Cohen, A. S. (2016). Why Defining the Construct Matters: An Examination of Teacher Knowledge Using Different Lenses on One Assessment. The Mathematics Enthusi-ast, 13(1/2), 93.
  • Özdemir, C. (2017). OECD PISA Türkiye Verisi Kullanılarak Yapılan Araştırmaların Metodo-lojik Taraması. Eğitim Bilim Toplum, 14(56), 10-27.
  • Peters, G. J. Y. (2014). The alpha and the omega of scale reliability and validity: why and how to abandon Cronbach’s alpha and the route towards more comprehensive assessment of scale quality. European Health Psychologist, 16(2), 56-69.
  • R Development Core Team. (2014) . R: A language and environment for Statistical Computing. Vienna, Austria. Retrieved from http://www.r-project.org/
  • Rosnow, R. L., & Rosenthal, R. (2008). Assessing the effect size of outcome research, in Nezu, Arthur M. and Nezu, Christine Maguth (Eds), Evidence-based outcome research: A practical guide to conducting randomized controlled trials for psychosocial interventions, (pp. 379-401). New York, NY, US: Oxford University Press, xxv, 486 pp.
  • Santor, D. A., Haggerty, J. L., Lévesque, J. F., Burge, F., Beaulieu, M. D., Gass, D., & Pinea-ult, R. (2011). An overview of confirmatory factor analysis and item response analysis applied to instruments to evaluate primary healthcare. Healthcare Policy, 7(Spec Issue), 79.
  • Schmidt, W., Tatto, M.T., Bankov, K., Blomeke, S., Cedillo, T., Cogan, L., Han, S. I., Houang, R., Hsieh, F. J., Paine, L.,
  • Santillan, M., & Schwille, J. (2007). The preparation gap: Teacher education for middle school mathematics in six countries (MT21 report). East Lansing, MI: Michigan State University (NSF REC 0231886/January 2003). Available online at http://usteds.msu.edu/MT21Report.pdf.
  • Şekercioğlu, G. (2009). Çocuklar için benlik algısı profilinin uyarlanması ve faktör yapısının farklı değişkenlere göre eşitliğinin test edilmesi. Yayınlanmamış Doktora Tezi, Ankara Üni-versitesi, Ankara.
  • Şencan, H. (2005). Sosyal ve Davranışsal Ölçümlerde Güvenirlik ve Geçerlik. (Birinci Baskı). Ankara: Seçkin Yayınları.
  • Shulman, L. S. (1985). Paradigms and research programs in the study of teaching: A contem-porary perspective. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 3–36). New York: Macmillan.
  • Tabachnick, B. G. and Fidel, L. S. (2001). Using multivariate statistics (fourth edition). MA: Allyn & Bacon, Inc.
  • Tatto, M. T., Ingvarson, L., Schwille, J., Peck, R., Senk, S. L. and Rowley, G. (2008). Teacher education and development study in mathematics (TEDS-M): Policy, Practice, and readiness to teach primary and secondary mathematics. Conceptual framework. International Associa-tion for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.
  • Tatto, M. T., Krajcik, J., & Pippin, J. (2013). Variations in teacher preparation evaluation systems: International perspectives (NSF Project on Evaluation of Teacher Education Prog-rams: Toward a Framework for Innovation). Washington, DC: U.S. National Academy of Education.
  • Tatto, M. T., Nielsen, H. D., Cummings, W. C., Kularatna, N. G., & Dharmadasa, D. H. (1990). Effectiveness and costs of three approaches to training elementary school teachers in Sri Lanka (research report for the BRIDGES Project). Cambridge, MA: Harvard Institute for International Development and the Agency for International Development.
  • Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 45–66). Go¨ttingen: Hogre-fe.

Beliefs of Preservice Elementary Mathematics Teachers About The Effectiveness of Teacher Education Program: Scale Validity and Reliability Study

Year 2018, Volume: 26 Issue: 3, 777 - 788, 15.05.2018
https://doi.org/10.24106/kefdergi.342342

Abstract

The aim of this research is examine the psychometric
properties of the Scale of Beliefs
About the Effectiveness of Teacher Education Program
developed for the
international TEDS-M Study (Tatto et al., 2008). The research was conducted on
583 preservice elementary mathematics teachers from different universities
selected randomly from seven different geographical regions of Turkey. As a
result of the exploratory factor analysis, it was found that total explained
variance was 65% and that the items were grouped under a single factor. Results
of confirmatory factor analysis demonstrated that the scale yielded single
factor as the original form and that the model was well fit (x2=25.83, df=9,
RMSEA=0.08, GFI=0.96, AGFI=0.89, CFI=0.98, NFI=0.97, NNFI=0.95). Corrected
item-total correlations ranged 0.78 to 0.84. Internal consistency coefficient was
found as 0.90 for the scale. These results show that the Turkish form of the
scale is a valid and reliable instrument.

References

  • Altunışık, R., Coşkun, R., Bayraktaroğlu, S. ve Yıldırım, E. (2010). Sosyal bilimlerde araştırma yöntemleri: SPSS uygulamalı. Sakarya yayıncılık, Sakarya.
  • Aydın, S. (2014) İlköğretim matematik öğretmeni adaylarının öğretme bilgilerinin, inanışları-nın ve öğrenme fırsatlarının üniversiteler ve TEDS-M sonuçlarına göre karşılaştırılması. Ya-yınlanmamış doktora tezi. Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.
  • Baumert, J., & Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkraeften. Zeitschrift für Erziehungswissenschaft, 9, 469–520.
  • Beavers, A. S., Lounsbury, J. W., Richards, J. K., Huck, S. W., Skolits, G. J., & Esquivel, S. L. (2013). Practical considerations for using exploratory factor analysis in educational rese-arch. Practical assessment, research & evaluation, 18(6), 1-13.
  • Blömeke, S., Felbrich, A., Müller, C., Kaiser, G., & Lehmann, R. (2008). Effectiveness of teacher education. ZDM, 40(5), 719-734.
  • Bromme, R. (2005). Thinking and knowing about knowledge: A plea for and critical remarks on psychological research programs on epistemological beliefs. In M. Hoffmann, J. Lenhard & F. Seeger (Eds.), Activity and sign—Grounding mathematics education (pp. 191–201). New York: Springer.
  • Bryman, A., & Cramer, D. (2001). Quantitative data analysis with SPSS release 10 for Windows. New York.
  • Büyüköztürk, Ş. (2007). Sosyal Bilimler için Veri Analizi El Kitabı: İstatistik, Araştırma Deseni, SPSS Uygulamaları ve Yorum. (Yedinci Baskı). Ankara: PEGEM A Yayıncılık.
  • Cochran-Smith, M., & Zeichner, K. M. (Eds.) (2005). Studying Teacher Education. The Report of the AERA Panel on Research and Teacher Education. Mahwah, N.J.: Lawrence Erlbaum.
  • Comrey, A. L. and Lee, H. B. (2013). A first course in factor analysis. Psychology Press.
  • Deng, Z. (1995). Estimating the reliability of the teacher questionnaire used in the Teacher Education and Learning to Teach (TELT). (National Center for Research on Teacher Learning Technical Series, 95(1), 39 pp.) Available online at http://ncrtl.msu.edu / http / TSeries / TS%2095-1.pdf.
  • Derebaşı, I. (2004). Evlilik doyumu ölçeğinin (MSI-R) madde cevap kuramına dayalı olarak psikometrik özelliklerinin incelenmesi ve adaptasyon çalışması. Yayınlanmamış Doktora Tezi, Ege Üniversitesi Sosyal Bilimler Enstitüsü, İzmir.
  • Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation, 105(3), 399-412.
  • Ferrini-Mundy, J., Schmidt, W. H., Bates, P., Joyner, T., Leroi, G., & Wigent, C. (2006). Knowing Mathematics: What We Can Learn from Teachers (PROM/SE Research Report Nr. 2). East Lansing: Michigan State University.
  • Günüç, S. ve Kayri, M. (2010). Türkiye’de internet bağımlılık profili ve internet bağımlılık ölçeğinin geliştirilmesi: Geçerlik-güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39).
  • Gür, B. S., Celik, Z., & Özoğlu, M. (2012). Policy options for Turkey: A critique of the interp-retation and utilization of PISA results in Turkey. Journal of Education Policy, 27(1), 1-21.
  • Ingvarson, L., Beavis, A., & Kleinhenz, E. (2007). Factors affecting the impact of teacher edu-cation programmes on teacher preparedness: implications for accreditation policy. European Journal of Teacher Education, 30(4), 351-381. Leder, G. C., Pekhonen, E., & Törner, G. (Eds.). (2002). Beliefs. A hidden variable in mathe-matics education? Dordrecht: Kluwer.
  • Ledesma, R. D., & Valero-Mora, P. (2007). Determining the number of factors to retain in EFA: An easy-to-use computer program for carrying out parallel analysis. Practical assess-ment, research & evaluation, 12(2), 1-11.
  • OECD (2004), “Learning for Tomorrow’s World: First results from PISA 2003”, (Paris: OECD Publishing).
  • OECD (2007), “PISA 2006: Science competencies for tomorrow’s World”, (Paris: OECD Publishing).
  • OECD (2010), “PISA 2009 Results: What students know and can do: Student performance in reading, mathematics and science”, (Paris: OECD Publishing).
  • OECD (2013), “PISA 2012 Results: What students know and can do: Student performance in mathematics, reading and science”, (Paris: OECD Publishing).
  • Orrill, C. H., & Cohen, A. S. (2016). Why Defining the Construct Matters: An Examination of Teacher Knowledge Using Different Lenses on One Assessment. The Mathematics Enthusi-ast, 13(1/2), 93.
  • Özdemir, C. (2017). OECD PISA Türkiye Verisi Kullanılarak Yapılan Araştırmaların Metodo-lojik Taraması. Eğitim Bilim Toplum, 14(56), 10-27.
  • Peters, G. J. Y. (2014). The alpha and the omega of scale reliability and validity: why and how to abandon Cronbach’s alpha and the route towards more comprehensive assessment of scale quality. European Health Psychologist, 16(2), 56-69.
  • R Development Core Team. (2014) . R: A language and environment for Statistical Computing. Vienna, Austria. Retrieved from http://www.r-project.org/
  • Rosnow, R. L., & Rosenthal, R. (2008). Assessing the effect size of outcome research, in Nezu, Arthur M. and Nezu, Christine Maguth (Eds), Evidence-based outcome research: A practical guide to conducting randomized controlled trials for psychosocial interventions, (pp. 379-401). New York, NY, US: Oxford University Press, xxv, 486 pp.
  • Santor, D. A., Haggerty, J. L., Lévesque, J. F., Burge, F., Beaulieu, M. D., Gass, D., & Pinea-ult, R. (2011). An overview of confirmatory factor analysis and item response analysis applied to instruments to evaluate primary healthcare. Healthcare Policy, 7(Spec Issue), 79.
  • Schmidt, W., Tatto, M.T., Bankov, K., Blomeke, S., Cedillo, T., Cogan, L., Han, S. I., Houang, R., Hsieh, F. J., Paine, L.,
  • Santillan, M., & Schwille, J. (2007). The preparation gap: Teacher education for middle school mathematics in six countries (MT21 report). East Lansing, MI: Michigan State University (NSF REC 0231886/January 2003). Available online at http://usteds.msu.edu/MT21Report.pdf.
  • Şekercioğlu, G. (2009). Çocuklar için benlik algısı profilinin uyarlanması ve faktör yapısının farklı değişkenlere göre eşitliğinin test edilmesi. Yayınlanmamış Doktora Tezi, Ankara Üni-versitesi, Ankara.
  • Şencan, H. (2005). Sosyal ve Davranışsal Ölçümlerde Güvenirlik ve Geçerlik. (Birinci Baskı). Ankara: Seçkin Yayınları.
  • Shulman, L. S. (1985). Paradigms and research programs in the study of teaching: A contem-porary perspective. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 3–36). New York: Macmillan.
  • Tabachnick, B. G. and Fidel, L. S. (2001). Using multivariate statistics (fourth edition). MA: Allyn & Bacon, Inc.
  • Tatto, M. T., Ingvarson, L., Schwille, J., Peck, R., Senk, S. L. and Rowley, G. (2008). Teacher education and development study in mathematics (TEDS-M): Policy, Practice, and readiness to teach primary and secondary mathematics. Conceptual framework. International Associa-tion for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.
  • Tatto, M. T., Krajcik, J., & Pippin, J. (2013). Variations in teacher preparation evaluation systems: International perspectives (NSF Project on Evaluation of Teacher Education Prog-rams: Toward a Framework for Innovation). Washington, DC: U.S. National Academy of Education.
  • Tatto, M. T., Nielsen, H. D., Cummings, W. C., Kularatna, N. G., & Dharmadasa, D. H. (1990). Effectiveness and costs of three approaches to training elementary school teachers in Sri Lanka (research report for the BRIDGES Project). Cambridge, MA: Harvard Institute for International Development and the Agency for International Development.
  • Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 45–66). Go¨ttingen: Hogre-fe.
There are 38 citations in total.

Details

Subjects Studies on Education
Journal Section Review Article
Authors

Serhat Aydın

Derya Çelik This is me

Publication Date May 15, 2018
Acceptance Date July 29, 2017
Published in Issue Year 2018 Volume: 26 Issue: 3

Cite

APA Aydın, S., & Çelik, D. (2018). Beliefs of Preservice Elementary Mathematics Teachers About The Effectiveness of Teacher Education Program: Scale Validity and Reliability Study. Kastamonu Education Journal, 26(3), 777-788. https://doi.org/10.24106/kefdergi.342342

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