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

Year 2019, Volume: 48 Issue: 1, 577 - 603, 21.04.2019

Şahin Danişman , Engin Karadağ

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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