An Investigation of the Psychometric Properties of the Technological Pedagogical Content Knowledge Scale for Preschool Teachers in Turkish Sample

Abstract

In this study, validity and reliability studies of the scale developed by Liang et al. (2013) to determine the technological pedagogical content knowledge of in-service preschool teachers were conducted on the Turkish sample. The original scale consists of 36 items under six dimensions. After the Turkish linguistic equivalence study of the original scale was conducted on a group of 26 participants, the original structure was tested on the data obtained from 215 inservice preschool teachers working in Turkey. Due to the fact that the original structure was not verified on the Turkish sample, a new structure consisting of 25 items, gathered under two dimensions, was obtained as a result of the analyzes performed on the same sample group. This unique structure was retested on a second data set consisting of 195 preschool teachers similar to the first sample. As a result of the analyzes, it was determined that this unique structure consisting of 25 items gathered under two dimensions had acceptable good fit values. Further analysis also showed that the sub-dimensions of the scale had a good level of internal consistency. Cronbach's alpha internal consistency coefficients of both sub-dimensions of the scale, respectively calculated as .93 and .94. As a result of the examination of the items under each factor, first factor was named as "Pedagogical Content Knowledge" and second factor was named as "Technology Knowledge". Research findings revealed that the adapted scale is a valid and reliable scale that can be used to determine the technological pedagogical content knowledge levels of in-service preschool teachers.

Keywords

• Preschool
• scale adaptation
• teacher
• in-service
• technological pedagogical content knowledge

Okul Öncesi Öğretmenlerine Yönelik Teknolojik Pedagojik Alan Bilgisi Ölçeğinin Türk Örnekleminde Psikometrik Özelliklerinin İncelenmesi

Öz

Bu çalışmada, Liang ve arkadaşları (2013) tarafından hizmet içi okul öncesi öğretmenlerinin teknolojik pedagojik alan bilgilerini belirlemeye yönelik geliştirilen ölçeğin Türk örneklemi üzerinde geçerlik ve güvenirlik çalışmaları yapılmıştır. Orijinal ölçek, altı boyut altında 36 maddeden oluşmaktadır. Ölçeğin 26 kişilik bir katılımcı grubu üzerinden Türkçe dilsel eşdeğerlik çalışmasının yapılması ardından orijinal yapı Türkiye’de aktif olarak görev yapan 215 okul öncesi öğretmeninden elde edilen veriler üzerinden test edilmiştir. Türkiye örneklemi üzerinde özgün yapının doğrulanmamasından dolayı aynı örneklem grubu üzerinde yapılan analizler sonucunda iki boyut altında toplanan ve 25 maddeden oluşan yeni bir yapı elde edilmiştir. Elde edilen bu özgün yapı ilk örnekleme benzer 195 okul öncesi öğretmeninden elde edilen ikinci bir veri seti üzerinden yeniden sınanmıştır. Analizler sonucunda bu özgün yapının kabul edilebilir iyi uyum değerlerine sahip olduğu belirlenmiştir. Güvenirlik analizleri sonucunda ölçeğin alt boyutlarının iyi düzeyde bir iç tutarlığa sahip olduğu görülmüştür. Ölçeğin her iki alt boyutunun Cronbach alfa iç tutarlık katsayıları sırasıyla .93 ve .94 olarak hesaplanmıştır. Her bir faktör altında yer alan maddelerin incelenmesi sonucunda birinci faktör “Pedagojik Alan Bilgisi”, ikinci faktör ise “Teknoloji Bilgisi” olarak adlandırılmıştır. Araştırma bulguları uyarlanan ölçeğin hizmet içi okul öncesi öğretmenlerinin teknolojik pedagojik alan bilgisi düzeylerini belirlemek amacıyla kullanılabilecek geçerli ve güvenilir bir ölçek olduğunu ortaya koymaktadır.

Anahtar Kelimeler

• Okul öncesi
• ölçek uyarlama
• öğretmen
• hizmet içi
• teknolojik pedagojik alan bilgisi

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