Araştırma Makalesi
BibTex RIS Kaynak Göster

Adaptation of the Teacher Disposition Scale into Turkish: A Study on Validity and Reliability

Yıl 2023, Cilt: 40-2 Sayı: 2, 45 - 69, 15.10.2023

Murat Genç Özgür Murat Çolakoğlu Mustafa Akıncı

https://doi.org/10.52597/buje.1266810

Öz

The purpose of this study was to adapt the “Teacher Disposition Scale (TDS)” originally developed by West et al. (2020) into Turkish. The confirmatory factor analysis showed that the fit index values of the four-factor structure, in which the conscientiousness factor was excluded, were within the acceptable value limits according to the criteria in the literature, and the measurement scale was supported by 318 pre-service teachers in Turkish culture. The Likert-type scale adapted according to the results obtained includes the dimensions of teacher efficacy, interpersonal and communication skills, motivation to teach, and willingness to learn. The Cronbach’s alpha (α) values for the subfactors of the adapted scale ranged from .73 to .89, and all factors had a sufficient level of reliability. It was concluded that the Turkish version of the Teacher Disposition Scale is a valid and reliable measurement instrument that can be used to determine prospective teachers’ dispositions toward the teaching profession. The adapted scale can be used to ensure that pre-service teachers are aware of their pedagogical dispositions and can develop positive pedagogical dispositions by identifying their strong and weak dispositions toward the teaching profession.

Anahtar Kelimeler

Teacher disposition Pre-service teachers Scale adaptation

Kaynakça

  • Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. Longman.
  • Barber, M., & Mourshed, M. (2007). How the world's best-performing school systems come out on top. McKinsey & Company.
  • Borko, H., Liston, D., & Whitcomb, J. (2007). Apples and fishes: The debate over dispositions in teacher education. Journal of Teacher Education, 58(5), 359–364. https://doi.org/10.1177/0022487107309977
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. K. A. Bollen ve J. S. Long (Haz.), Testing structural equation models (s. 136–162). Sage Publications.
  • Byrne, B. M. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and programming (3. baskı). Routledge. https://doi.org/10.4324/9781315757421
  • Cargill, R. L., Notar, C. E., Riley, G. W., Taylor, P. W., & Thornburg, R. A. (2009). Dispositions: Ability and assessment. International Journal of Education, 1(1), 2–14.
  • Centre for Education Statistics and Evaluation [CESE]. (2013). Great teaching, inspired learning: What does the evidence tell us about effective teaching? NSW Department of Education and Communities.
  • Chamorro-Premuzic, T. (2016). Personality and individual differences. John Wiley & Sons.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2021). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (6. baskı). Pegem Akademi.
  • Combs, P. A. (2006). Being and becoming: A field approach to psychology. Springer Publishing Company.
  • Cooper, R. (2019). The role of dispositions in the development of pedagogical knowledge for pre-service science teacher education. Asia-Pacific Journal of Teacher Education, 47(5), 508–523. https://doi.org/10.1080/1359866X.2018.1517407
  • Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143. https://doi.org/10.3102/003465430298563
  • Creswell, J. W. & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5. baskı). Sage Publications.
  • Crick, D. R. & Goldspink, C. (2014) Learner dispositions, self-theories and student engagement, British Journal of Educational Studies, 62(1), 19–35. https://doi.org/10.1080/00071005.2014.904038
  • Cummins, L., & Asempapa, B. (2013). Fostering teacher candidate dispositions in teacher education programs. Journal of the Scholarship of Teaching and Learning, 13(3), 99–119.
  • Damon, W. (2007). Dispositions and teacher assessment: The need for a more rigorous definition. Journal of Teacher Education, 58(5), 365–369. https://doi.org/10.1177/0022487107308732
  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. https://doi.org/10.1177/0022487105285962
  • Dewey, J. (1922). Human nature and conduct. Modern Library.
  • Fabrigar, L. R., & Wegener, D. T. (2012). Exploratory factor analysis. Oxford University Press.
  • Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272–299. https://doi.org/10.1037/1082-989X.4.3.272
  • Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514–525. https://doi.org/10.1016/j.tate.2011.11.013
  • Field, A. P. (2005). Discovering statistics using SPSS. (2. baskı). Sage Publications.
  • Fishbein, M., & Ajzen, I. (2011). Predicting and changing behavior: The reasoned action approach. Psychology Press.
  • Foster, J. J. (2001). Data analysis using SPSS for Windows versions 8 to 10. Sage Publications.
  • Freeman, L. (2007). An overview of dispositions in teacher education. M. E. Diez & J. Raths (Haz.) Dispositions in teacher education, (s. 3–29). Information Age Publishing.
  • Garcia, D. C. (2004). Exploring connections between the construct of teacher efficacy and family involvement practices: Implications for urban teacher preparation. Urban Education, 39(3), 200–208. https://doi.org/10.1177/0042085904263205
  • Ghaith, G., & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13(4), 451–458. https://doi.org/10.1016/S0742-051X(96)00045-5
  • Giovannelli, M. (2003). Relationship between reflective disposition toward teaching and effective teaching. The Journal of Educational Research, 96(3), 293–309.
  • Good, T., & Brophy, J. (1994). Looking in classrooms (6. baskı). HarperCollins.
  • Green, S. B., Salkind, N. J., & Akey, T. M. (2000). Using SPSS for Windows: Analyzing and understanding data (2. baskı). Prentice-Hall.
  • Hambleton, R. K., Merenda, P. F., & Spielberger, C. D. (Haz.). (2005). Adapting educational and psychological tests for cross-cultural assessment. Lawrence Erlbaum Associates.
  • Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2. baskı). Sage Publications.
  • Holland, J. L. (1996). Exploring careers with a typology: What we have learned and some new directions. American Psychologist, 51(4), 397. https://doi.org/10.1037/0003-066X.51.4.397
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit ındexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. http://dx.doi.org/10.1080/10705519909540118
  • Judge, T. A., & Bretz, R. D. (1993). Report on an alternative measure of affective disposition. Educational and Psychological Measurement, 53(4), 1095–1104. https://doi.org/10.1177/0013164493053004022
  • Katz, L. G. (1993). Dispositions: Definitions and implications for early childhood practices. Perspectives from ERIC/EECE: A Monograph series No. 4. ERIC Clearinghouse on ECCE.
  • Katz, L. G. (1995). Talks with teachers of young children: A collection. Ablex.
  • Katz, L. G., & Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1(4), 301–307. https://doi.org/10.1016/0742-051X(85)90018-6
  • Kline, R. B. (2016). Principles and practice of structural equation modeling (4. baskı). The Guilford Press.
  • Kyriacou, C., & Kunc, R. (2007). Beginning teachers’ expectations of teaching. Teaching and Teacher Education, 23(8), 1246–1257. https://doi.org/10.1016/j.tate.2006.06.002
  • McConney, A., Woods-McConney, A., & Price, A. (2012) Fast track teacher education: A review of the research literature on ‘Teach For All’ schemes. Murdoch University. Centre for Learning, Change and Development, Murdoch University.
  • Mills, M., & Goos, M. (2017). The place of research in teacher education? An analysis of the Australian Teacher Education Ministerial Advisory Group report Action now: Classroom ready teachers. M. Peters, B. Cowie, & I. Mentor (Haz.), A companion to research in teacher education (s. 637–650). Springer Nature.
  • Mpofu, N., & Nthontho, M. (2017). Connecting the dots: Exploring dispositions in teacher education. Gender and Behaviour, 15(4), 10290–10303. https://hdl.handle.net/10520/EJC-c1ec02b30
  • Mumford, S. (2001). Realism and the conditional analysis of dispositions: Reply to Malzkorn. Philosophical Quarterly, 51(204), 375–378. https://doi.org/10.1111/1467-9213.00235
  • National Council for Accreditation of Teacher Education (NCATE). (2008). Professional standards for the accreditation of teacher preparation institutions. NCATE.
  • Notar, C. E., Riley, G. W., Taylor, P. W., Thornburg, R. A., & Cargill, R. L. (2009). Dispositions: Ability and assessment. International Journal of Education, 1(1), 1–14.
  • Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3. baskı). McGraw-Hill.
  • O’Neill, J., Hansen, S., & Lewis, E. (2014). Dispositions to teach: Review and synthesis of current components and applications, and evidence of impact. Report to the Schooling Policy Group, Ministry of Education. Massey University.
  • Paris, L. (2010). Reciprocal mentoring residencies: better transitions to teaching. Australian Journal of Teacher Education, 35(3), 14–26. http://dx.doi.org/10.14221/ajte.2010v35n3.2
  • Pennington, J. L., Brock, C. H., Abernathy, T. V., Bingham, A., Major, E. M., Wiest, L. R., & Ndura, E. (2012). Teacher educators' dispositions: Footnoting the present with stories from our pasts. Studying Teacher Education, 8(1), 69–85. https://doi.org/10.1080/17425964.2012.657033
  • Peterson, B. R. (2016). The development of a disposition for reflective practice. A. G. Welch & S. Areepattamannil (Haz.), Dispositions in teacher education: A global perspective. (s. 3–30). Sense Publishers. https://doi.org/10.1007/978-94-6300-552-4_1
  • Rots, I., Aelterman, A., Vlerick, P., & Vermeulen, K. (2007). Teacher education, graduates’ teaching commitment and entrance into the teaching profession. Teaching and Teacher Education, 23(5), 544–556. https://doi.org/10.1016/j.tate.2007.01.012
  • Schulte, L., Edick, N., Edwards, S., & Mackiel, D. (2005). The development and validation of the Teacher Dispositions Index. Essays in Education, 12(1). Article 7.
  • Schussler, D. L. (2006). Defining dispositions: Wading through murky waters. The Teacher Educator, 41(4), 251–268. https://doi.org/10.1080/08878730609555387
  • Schussler, D. L., Stooksberry, L. M., & Bercaw, L. A. (2010). Understanding teacher candidate dispositions: Reflecting to build self-awareness. Journal of Teacher Education, 61(4), 350–363. https://doi.org/10.1177/0022487110371
  • Şeker Sır, B. (2016). Öğretmen adaylarının 5 faktör kişilik kuramına göre kişilik özelliklerinin belirlenmesi ve bazı değişkenlere göre incelenmesi. (Yayın No. 454853) [Yüksek lisans tezi, Yıldız Teknik Üniversitesi.] YÖK Ulusal Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/.
  • Streiner, D. L. (2003). Starting at the beginning: An introduction to coefficient alpha and internal consistency. Journal of Personality Assessment, 80(1), 99–103. https://doi.org/10.1207/S15327752JPA8001_18
  • Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339–355. https://doi.org/10.1177/0022487111404241
  • Tichenor, M. S., & Tichenor, J. M. (2005). Understanding teachers’ perspectives on professionalism. The Professional Educator, 27, 89–95.
  • Tschannen-Moran, M., Woolfolk Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.
  • Uğurlu, B., & Çelebi, N. (2014). Resmi liselerde çalışan öğretmenlerin kişilik özelliklerinin demografik değişkenlere göre incelenmesi. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (18), 537–569. https://doi.org/10.14520/adyusbd.835
  • Villegas, A. M. (2007). Dispositions in teacher education: A look at social justice. Journal of Teacher Education, 58(5), 370–380. https://doi.org/10.1177/0022487107308419
  • Ware, H., & Kitsantas, A. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. The Journal of Educational Research, 100(5), 303–310. https://doi.org/10.3200/JOER.100.5.303-310
  • Wasicsko, M. (2007). The perceptual approach to teacher dispositions: The effective teacher as an effective person. M. Diez & J. Raths (Haz.), Dispositions in teacher education (s. 53–58). Information Age.
  • Welch, A. G., Areepattamannil, S., & Dickson, M. (2016). The development of a disposition for reflective practice. A. G. Welch & S. Areepattamannil (Haz.), Dispositions in teacher education: A global perspective, (s. 182–197). Sense Publishers. https://doi.org/10.1007/978-94-6300-552-4_1
  • Welch, A. G., Napoleon, L., Hill, B., & Roumell, E. (2014). Virtual Teaching Dispositions Scale (VTDS): A multi-dimensional instrument to assess teaching dispositions in virtual classrooms. Journal of Online Learning and Teaching, 10(3), 446–467.
  • Welch, F. C., Pitts, R. E., Tenini, K. J., Kuenlen, M. G., & Wood, S. G. (2010). Significant issues in defining and assessing teacher dispositions. The Teacher Educator, 45(3), 179–201. https://doi.org/10.1080/08878730.2010.489992
  • West, C., Baker, A., Ehrich, J. F., Woodcock, S., Bokosmaty, S., Howard, S. J., & Eady, M. J. (2020). Teacher Disposition Scale (TDS): Construction and psychometric validation. Journal of Further and Higher Education, 44(2), 185–200. https://doi.org/10.1080/0309877X.2018.1527022
  • White, P., Gorard, S., & See, B. H. (2006). What are the problems with teacher supply?. Teaching and Teacher Education, 22(3), 315–326. https://doi.org/10.1016/j.tate.2005.11.002
  • Wilkerson, J. R. (2006). Measuring teacher dispositions: Standards-based or morality-based. Teachers’ College Record, 20, 85–95.
  • Young, A., & Wilkins, E. (2008). Dispositional statements on student teacher evaluation instruments: Commonalities across institutions. The Teacher Educator, 43(3), 198–215. https://doi.org/10.1080/08878730802055115

Öğretmenlik Eğilimi Ölçeği’nin Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması

Yıl 2023, Cilt: 40-2 Sayı: 2, 45 - 69, 15.10.2023

Murat Genç Özgür Murat Çolakoğlu Mustafa Akıncı

https://doi.org/10.52597/buje.1266810

Öz

Bu araştırmada, West ve diğerleri (2020) tarafından geliştirilen Öğretmenlik Eğilimi Ölçeği’nin Türkçeye uyarlanması amaçlanmıştır. Doğrulayıcı faktör analizi sonucunda özdisiplin faktörünün dışarıda tutulduğu dört faktörlü yapının uyum indeks değerlerinin alanyazındaki ölçütlere göre kabul edilebilir değer sınırları içinde olduğu ve ölçme aracının Türk kültüründe yer alan 318 öğretmen adayı tarafından desteklendiği anlaşılmıştır. Elde edilen sonuçlara göre uyarlanan Likert tipi ölçme aracı, öğretmen yeterliliği, iletişim ve uyum becerileri, öğretme motivasyonu ve öğrenmeye istekli olmak boyutlarını içermektedir. Uyarlanan ölçeğin alt boyutlarına ilişkin Cronbach Alfa (α) değerlerinin .73 ile .89 arasında değiştiği ve tüm faktörlerin yeterli bir güvenilirlik düzeyi sağladığı görülmüştür. Sonuçta, Öğretmenlik Eğilimi Ölçeği’nin Türkçe uyarlamasının öğretmen adaylarının öğretmenlik mesleğine yönelik eğilimlerinin belirlenmesinde kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu ortaya konulmuştur. Uyarlanan ölçek sayesinde öğretmen adaylarının öğretmenlik eğilimleri hakkında farkındalık geliştirmeleri ve öğretmenlik mesleğine yönelik güçlü ve zayıf eğilimleri belirlenerek olumlu öğretmenlik eğilimlerinin gelişimi sağlanabilir.

Anahtar Kelimeler

Öğretmenlik eğilimi Öğretmen adayları Ölçek uyarlama

Kaynakça

  • Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. Longman.
  • Barber, M., & Mourshed, M. (2007). How the world's best-performing school systems come out on top. McKinsey & Company.
  • Borko, H., Liston, D., & Whitcomb, J. (2007). Apples and fishes: The debate over dispositions in teacher education. Journal of Teacher Education, 58(5), 359–364. https://doi.org/10.1177/0022487107309977
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. K. A. Bollen ve J. S. Long (Haz.), Testing structural equation models (s. 136–162). Sage Publications.
  • Byrne, B. M. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and programming (3. baskı). Routledge. https://doi.org/10.4324/9781315757421
  • Cargill, R. L., Notar, C. E., Riley, G. W., Taylor, P. W., & Thornburg, R. A. (2009). Dispositions: Ability and assessment. International Journal of Education, 1(1), 2–14.
  • Centre for Education Statistics and Evaluation [CESE]. (2013). Great teaching, inspired learning: What does the evidence tell us about effective teaching? NSW Department of Education and Communities.
  • Chamorro-Premuzic, T. (2016). Personality and individual differences. John Wiley & Sons.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2021). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (6. baskı). Pegem Akademi.
  • Combs, P. A. (2006). Being and becoming: A field approach to psychology. Springer Publishing Company.
  • Cooper, R. (2019). The role of dispositions in the development of pedagogical knowledge for pre-service science teacher education. Asia-Pacific Journal of Teacher Education, 47(5), 508–523. https://doi.org/10.1080/1359866X.2018.1517407
  • Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143. https://doi.org/10.3102/003465430298563
  • Creswell, J. W. & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5. baskı). Sage Publications.
  • Crick, D. R. & Goldspink, C. (2014) Learner dispositions, self-theories and student engagement, British Journal of Educational Studies, 62(1), 19–35. https://doi.org/10.1080/00071005.2014.904038
  • Cummins, L., & Asempapa, B. (2013). Fostering teacher candidate dispositions in teacher education programs. Journal of the Scholarship of Teaching and Learning, 13(3), 99–119.
  • Damon, W. (2007). Dispositions and teacher assessment: The need for a more rigorous definition. Journal of Teacher Education, 58(5), 365–369. https://doi.org/10.1177/0022487107308732
  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. https://doi.org/10.1177/0022487105285962
  • Dewey, J. (1922). Human nature and conduct. Modern Library.
  • Fabrigar, L. R., & Wegener, D. T. (2012). Exploratory factor analysis. Oxford University Press.
  • Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272–299. https://doi.org/10.1037/1082-989X.4.3.272
  • Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514–525. https://doi.org/10.1016/j.tate.2011.11.013
  • Field, A. P. (2005). Discovering statistics using SPSS. (2. baskı). Sage Publications.
  • Fishbein, M., & Ajzen, I. (2011). Predicting and changing behavior: The reasoned action approach. Psychology Press.
  • Foster, J. J. (2001). Data analysis using SPSS for Windows versions 8 to 10. Sage Publications.
  • Freeman, L. (2007). An overview of dispositions in teacher education. M. E. Diez & J. Raths (Haz.) Dispositions in teacher education, (s. 3–29). Information Age Publishing.
  • Garcia, D. C. (2004). Exploring connections between the construct of teacher efficacy and family involvement practices: Implications for urban teacher preparation. Urban Education, 39(3), 200–208. https://doi.org/10.1177/0042085904263205
  • Ghaith, G., & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13(4), 451–458. https://doi.org/10.1016/S0742-051X(96)00045-5
  • Giovannelli, M. (2003). Relationship between reflective disposition toward teaching and effective teaching. The Journal of Educational Research, 96(3), 293–309.
  • Good, T., & Brophy, J. (1994). Looking in classrooms (6. baskı). HarperCollins.
  • Green, S. B., Salkind, N. J., & Akey, T. M. (2000). Using SPSS for Windows: Analyzing and understanding data (2. baskı). Prentice-Hall.
  • Hambleton, R. K., Merenda, P. F., & Spielberger, C. D. (Haz.). (2005). Adapting educational and psychological tests for cross-cultural assessment. Lawrence Erlbaum Associates.
  • Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2. baskı). Sage Publications.
  • Holland, J. L. (1996). Exploring careers with a typology: What we have learned and some new directions. American Psychologist, 51(4), 397. https://doi.org/10.1037/0003-066X.51.4.397
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit ındexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. http://dx.doi.org/10.1080/10705519909540118
  • Judge, T. A., & Bretz, R. D. (1993). Report on an alternative measure of affective disposition. Educational and Psychological Measurement, 53(4), 1095–1104. https://doi.org/10.1177/0013164493053004022
  • Katz, L. G. (1993). Dispositions: Definitions and implications for early childhood practices. Perspectives from ERIC/EECE: A Monograph series No. 4. ERIC Clearinghouse on ECCE.
  • Katz, L. G. (1995). Talks with teachers of young children: A collection. Ablex.
  • Katz, L. G., & Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1(4), 301–307. https://doi.org/10.1016/0742-051X(85)90018-6
  • Kline, R. B. (2016). Principles and practice of structural equation modeling (4. baskı). The Guilford Press.
  • Kyriacou, C., & Kunc, R. (2007). Beginning teachers’ expectations of teaching. Teaching and Teacher Education, 23(8), 1246–1257. https://doi.org/10.1016/j.tate.2006.06.002
  • McConney, A., Woods-McConney, A., & Price, A. (2012) Fast track teacher education: A review of the research literature on ‘Teach For All’ schemes. Murdoch University. Centre for Learning, Change and Development, Murdoch University.
  • Mills, M., & Goos, M. (2017). The place of research in teacher education? An analysis of the Australian Teacher Education Ministerial Advisory Group report Action now: Classroom ready teachers. M. Peters, B. Cowie, & I. Mentor (Haz.), A companion to research in teacher education (s. 637–650). Springer Nature.
  • Mpofu, N., & Nthontho, M. (2017). Connecting the dots: Exploring dispositions in teacher education. Gender and Behaviour, 15(4), 10290–10303. https://hdl.handle.net/10520/EJC-c1ec02b30
  • Mumford, S. (2001). Realism and the conditional analysis of dispositions: Reply to Malzkorn. Philosophical Quarterly, 51(204), 375–378. https://doi.org/10.1111/1467-9213.00235
  • National Council for Accreditation of Teacher Education (NCATE). (2008). Professional standards for the accreditation of teacher preparation institutions. NCATE.
  • Notar, C. E., Riley, G. W., Taylor, P. W., Thornburg, R. A., & Cargill, R. L. (2009). Dispositions: Ability and assessment. International Journal of Education, 1(1), 1–14.
  • Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3. baskı). McGraw-Hill.
  • O’Neill, J., Hansen, S., & Lewis, E. (2014). Dispositions to teach: Review and synthesis of current components and applications, and evidence of impact. Report to the Schooling Policy Group, Ministry of Education. Massey University.
  • Paris, L. (2010). Reciprocal mentoring residencies: better transitions to teaching. Australian Journal of Teacher Education, 35(3), 14–26. http://dx.doi.org/10.14221/ajte.2010v35n3.2
  • Pennington, J. L., Brock, C. H., Abernathy, T. V., Bingham, A., Major, E. M., Wiest, L. R., & Ndura, E. (2012). Teacher educators' dispositions: Footnoting the present with stories from our pasts. Studying Teacher Education, 8(1), 69–85. https://doi.org/10.1080/17425964.2012.657033
  • Peterson, B. R. (2016). The development of a disposition for reflective practice. A. G. Welch & S. Areepattamannil (Haz.), Dispositions in teacher education: A global perspective. (s. 3–30). Sense Publishers. https://doi.org/10.1007/978-94-6300-552-4_1
  • Rots, I., Aelterman, A., Vlerick, P., & Vermeulen, K. (2007). Teacher education, graduates’ teaching commitment and entrance into the teaching profession. Teaching and Teacher Education, 23(5), 544–556. https://doi.org/10.1016/j.tate.2007.01.012
  • Schulte, L., Edick, N., Edwards, S., & Mackiel, D. (2005). The development and validation of the Teacher Dispositions Index. Essays in Education, 12(1). Article 7.
  • Schussler, D. L. (2006). Defining dispositions: Wading through murky waters. The Teacher Educator, 41(4), 251–268. https://doi.org/10.1080/08878730609555387
  • Schussler, D. L., Stooksberry, L. M., & Bercaw, L. A. (2010). Understanding teacher candidate dispositions: Reflecting to build self-awareness. Journal of Teacher Education, 61(4), 350–363. https://doi.org/10.1177/0022487110371
  • Şeker Sır, B. (2016). Öğretmen adaylarının 5 faktör kişilik kuramına göre kişilik özelliklerinin belirlenmesi ve bazı değişkenlere göre incelenmesi. (Yayın No. 454853) [Yüksek lisans tezi, Yıldız Teknik Üniversitesi.] YÖK Ulusal Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/.
  • Streiner, D. L. (2003). Starting at the beginning: An introduction to coefficient alpha and internal consistency. Journal of Personality Assessment, 80(1), 99–103. https://doi.org/10.1207/S15327752JPA8001_18
  • Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339–355. https://doi.org/10.1177/0022487111404241
  • Tichenor, M. S., & Tichenor, J. M. (2005). Understanding teachers’ perspectives on professionalism. The Professional Educator, 27, 89–95.
  • Tschannen-Moran, M., Woolfolk Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.
  • Uğurlu, B., & Çelebi, N. (2014). Resmi liselerde çalışan öğretmenlerin kişilik özelliklerinin demografik değişkenlere göre incelenmesi. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (18), 537–569. https://doi.org/10.14520/adyusbd.835
  • Villegas, A. M. (2007). Dispositions in teacher education: A look at social justice. Journal of Teacher Education, 58(5), 370–380. https://doi.org/10.1177/0022487107308419
  • Ware, H., & Kitsantas, A. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. The Journal of Educational Research, 100(5), 303–310. https://doi.org/10.3200/JOER.100.5.303-310
  • Wasicsko, M. (2007). The perceptual approach to teacher dispositions: The effective teacher as an effective person. M. Diez & J. Raths (Haz.), Dispositions in teacher education (s. 53–58). Information Age.
  • Welch, A. G., Areepattamannil, S., & Dickson, M. (2016). The development of a disposition for reflective practice. A. G. Welch & S. Areepattamannil (Haz.), Dispositions in teacher education: A global perspective, (s. 182–197). Sense Publishers. https://doi.org/10.1007/978-94-6300-552-4_1
  • Welch, A. G., Napoleon, L., Hill, B., & Roumell, E. (2014). Virtual Teaching Dispositions Scale (VTDS): A multi-dimensional instrument to assess teaching dispositions in virtual classrooms. Journal of Online Learning and Teaching, 10(3), 446–467.
  • Welch, F. C., Pitts, R. E., Tenini, K. J., Kuenlen, M. G., & Wood, S. G. (2010). Significant issues in defining and assessing teacher dispositions. The Teacher Educator, 45(3), 179–201. https://doi.org/10.1080/08878730.2010.489992
  • West, C., Baker, A., Ehrich, J. F., Woodcock, S., Bokosmaty, S., Howard, S. J., & Eady, M. J. (2020). Teacher Disposition Scale (TDS): Construction and psychometric validation. Journal of Further and Higher Education, 44(2), 185–200. https://doi.org/10.1080/0309877X.2018.1527022
  • White, P., Gorard, S., & See, B. H. (2006). What are the problems with teacher supply?. Teaching and Teacher Education, 22(3), 315–326. https://doi.org/10.1016/j.tate.2005.11.002
  • Wilkerson, J. R. (2006). Measuring teacher dispositions: Standards-based or morality-based. Teachers’ College Record, 20, 85–95.
  • Young, A., & Wilkins, E. (2008). Dispositional statements on student teacher evaluation instruments: Commonalities across institutions. The Teacher Educator, 43(3), 198–215. https://doi.org/10.1080/08878730802055115
Toplam 71 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Test, Ölçme ve Psikometri (Diğer)
Bölüm Özgün Çalışma
Yazarlar

Murat Genç 0000-0003-4525-7507

Özgür Murat Çolakoğlu 0000-0001-7258-4007

Mustafa Akıncı 0000-0003-2096-7617

Yayımlanma Tarihi 15 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 40-2 Sayı: 2

Kaynak Göster

APA Genç, M., Çolakoğlu, Ö. M., & Akıncı, M. (2023). Öğretmenlik Eğilimi Ölçeği’nin Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması. Bogazici University Journal of Education, 40-2(2), 45-69. https://doi.org/10.52597/buje.1266810
 Kapak Resmi İndir

This work is licensed under a Creative Commons Attribution 4.0 International License.