Öğretmen Adayları İçin Öğretmenlik Alan Bilgisi Testine Yönelik Tutum Ölçeği Geliştirme Çalışması

Year 2024, , 175 - 190, 29.06.2024

Fahrettin Aşıcı

https://doi.org/10.17522/balikesirnef.1390464

Abstract

Eğitim-öğretim ortamının temel faktörlerinden biri olan öğretmenlerin, seçimi de oldukça önemlidir. Ülkemizde öğretmen istihdamı “Kamu Personeli Seçme Sınavı” doğrultusunda yapılmaktadır. 2013 yılına kadar “Genel Kültür”, “Genel Yetenek” ve “Eğitim Bilimleri” testleri ile öğretmen yeterliliklerini ölçen KPSS modelinde, 2013 yılından itibaren “Öğretmenlik Alan Bilgisi Testi” de bazı branşlarda uygulanmaya başlanmıştır. Bu çalışmanın amacı, öğretmen adaylarının ÖABT’ye yönelik tutumlarını belirlemeye yönelik ölçme aracı geliştirmektir. Geliştirilen ölçeğin geçerliği ve güvenirliğini test etmek için 291 öğretmen adayına uygulama yapılmıştır. Yapı geçerliğine kanıt toplamak amacıyla “Açımlayıcı Faktör Analizi (AFA)” ve “Doğrulayıcı Faktör Analizi (DFA)” yapılmıştır. Yapılan analizler sonucunda ölçeğin 15 madde ve üç faktörlü bir yapıya sahip olduğu ve ölçeğin toplam varyansın % 59.309’unu açıkladığı saptanmıştır. Ölçeğin güvenirliğini belirlemek amacıyla ayrıca Cronbach-Alpha iç tutarlılık katsayısı hesaplanmıştır. Cronbach-Alpha iç tutarlılık katsayısının ölçeğin tamamı için .894, her bir faktör için ise .700 ile .883 arasında olduğu görülmüştür. Yapılan doğrulayıcı faktör analizi ile de üç faktörlü yapı doğrulanmıştır. Bu bağlamda elde edilen bulgular ölçeğin, öğretmen adaylarının ÖABT’ye yönelik tutumlarını geçerli ve güvenilir bir şekilde ölçtüğünü göstermektedir.

Keywords

Öğretmenlik alan bilgisi testi, öğretmen adayı, ölçek geliştirme, tutum

Preservice Teachers' Attitudes Toward Teacher Field Knowledge Test: Scale Development Study

Abstract

Selecting teachers is a crucial aspect of the educational environment. Teacher employment in our country is carried out in line with the “Public Personnel Selection Exam (PPSE)”. Until 2013, in the PPSE model, which measures teacher competencies with “General Culture”, “General Ability” and “Educational Sciences” tests, the "Teacher Field Knowledge Test (TFKT)" has started to be applied in some branches since 2013. This study aims to develop a measurement tool to determine the attitudes of preservice teachers to TFKT. The scale was applied to 291 teacher candidates to test its validity and reliability. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used to gather evidence regarding construct validity. As a result of the analysis, it was found that the scale had a structure with 15 items and three factors and that the scale explained 59.309 % of the total variance. To determine the reliability of the scale, the Cronbach-Alpha internal consistency coefficient was calculated, and it was found that the Cronbach-Alpha internal consistency coefficient was .894 for the test and between .700 and .883 for each factor. With the confirmatory factor analysis, the three-factor structure was verified. In this context, the findings show that the scale measures pre-service teachers' attitudes towards TFKT in a valid and reliable way.

Keywords

Teacher field knowledge test, preservice teacher, scale development, attitude

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