Öğretmenlik Yeteneği İnancı Ölçeği: Türkçeye Uyarlanması ve Yapı Geçerliğinin Test Edilmesi

Abstract

Bu çalışmanın amacı, bireylerin öğretmenlik yeteneğine ilişkin inançlarını ölçen Öğretmenlik Yeteneği İnancı Ölçeği’nin [Teaching Ability Beliefs Scale] (ÖYİÖ, Fives ve Buehl, 2008, 2013) Türk dili ve kültürüne uyarlanarak, Türkçe ölçeğin geçerlik ve güvenirliğini sınamaktır. Kısaca bu çalışmada, öğretmenlik yeteneğini doğuştan gelen-sonradan kazanılan bakış açısından ele alacak bir ölçme aracı geliştirilmesi amaçlanmıştır. 270 öğretmen ve 274 öğretmen adayı üzerinde gerçekleştirilen çalışmada öncelikle, ölçek maddeleri Türkçeye çevrilerek çeviri geçerliği incelendi; ardından dil ve anlam geçerliği, yapı geçerliği (açımlayıcı ve doğrulayıcı faktör analizi) ve iç tutarlıkları araştırıldı. Elde edilen bulgular ölçeğin (i) doğuştan gelen, (ii) sonradan öğrenilen ve (iii) hibrit olmak üzere üç faktörlü bir yapı sergilediğini ve Türk kültürü için geçerli ve güvenilir olduğunu gösterdi. Orijinal ölçekteki herhangi birisi ve geliştirilmesi gereken şeklindeki iki faktör uyarlama çalışmasında hibrit faktöründe birlikte yer almıştır. Sonuç olarak çalışma bulgularının, ÖYİÖ’nün öğretmenlerin ve öğretmen adaylarının öğretmenlik yeteneğine ilişkin inançlarının ölçülmesine yönelik olarak kullanılması için bir kanıt niteliğinde olduğu söylenebilir.

Keywords

• Öğretmenlik yeteneği,İnanç,Öğretmenlik yeteneği inancı,Ölçek uyarlama,Doğuştan gelen,Sonradan öğrenilen,Hibrit

Teaching Ability Beliefs Scale: Adapting into Turkish and Testing the Construct Validity

Abstract

This research aims to adapt the Teaching Ability Beliefs Scale (TABS, Fives & Buehl, 2008, 2013) used for determining the teaching ability beliefs of individuals into Turkish language and culture in addition to testing the validity and reliability of the Turkish version of the scale. Briefly, this research seeks for a scale to question the teaching ability from the perspective of ‘nature versus nurture’. The research was carried out using the data obtained from 270 teachers and 274 pre-service teachers. After the translation of the items in the scale and testing the translation validity, language and meaning validity, construct validity (exploratory and confirmatory factor analyses) and internal consistency have been examined. The results obtained indicated that the scale has three factors as (i) innate, (ii) learned, and (iii) hybrid and that the scale was valid and reliable for the Turkish culture. Two factors of the original scale which are requires polish and either resulted in the hybrid factor of the adapted scale. As a result, it can be inferred that the findings have evidential value for TABS to be used in identifying the teaching ability beliefs of teachers and pre-service teachers.

Keywords

• Teaching ability,Belief,Teaching ability belief,Scale adaptation,Innate,Learned Hibrit

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