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

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

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.

References

  • Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological bulletin, 103(3), 411.
  • Arbuckle, J. L., & Wothke, W. (1999). Amos 4,0 user’s guide. Chicago, IL: SPSS Inc.
  • Bai, H., & Ertmer, P. A. (2008). Teacher educators' beliefs and technology uses as predictors of preservice teachers' beliefs and technology attitudes. Journal of Technology and Teacher Education, 16(1), 93-112.
  • Baloğlu, M. (2005). Matematik kaygısını derecelendirme ölçeğinin Türkçeye uyarlanması, dil geçerliği ve ön psikolojik incelemesi. Kuram ve Uygulamada Eğitim Bilimleri, 5(1), 7-30.
  • Baloğlu, N., & Karadağ, E. (2008). Öğretmen yetkinliğinin tarihsel gelişimi ve Ohio öğretmen yetkinlik ölçeği: Türk kültürüne uyarlama, dil geçerliği ve faktör yapısının incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 14(4), 571-606.
  • Başaran, A. R. & Baysal, S. (2016). Öğretmen adaylarının ideal bir öğretmen hakkındaki görüşleri. Ö. Demirel & S. Dinçer (Ed.), Eğitim Bilimlerinde Yenilik ve Nitelik Arayışı içinde (s. 29-43). Ankara: Pegem.
  • Beswick, K. (2007). Teachers’ beliefs that matter in secondary mathematics classrooms. Educational Studies in Mathematics, 65, 95-120.
  • Boulton, M. J. (2014). Teachers’ self-efficacy, perceived effectiveness beliefs, and reported use of cognitive-behavioral approaches to bullying among pupils: effects of in-service training with the I DECIDE program. Behavior Therapy, 45(3), 328.
  • Brown, J. D. (2002). The Cronbach alpha reliability estimate. Shiken: JALT Testing & Evaluation SIG Newsletter, 6(1), 17-19.
  • Chai, C. S. & Khine, M. S. (2008). Assessing the epistemological and pedagogical beliefs among pre-service teachers in Singapore. In M. S. Khine (Ed.), Knowing, knowledge and beliefs: Epistemological studies across diverse cultures (pp. 287-299). The Netherlands: Springer.
  • Chan, K. W. & Elliot, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817-831.
  • Chi-Kin Lee, J., Zhang, Z., Song, H.&Huang, X. (2013). Effects of Epistemological and pedagogical beliefs on the instructional practices of teachers: A Chinese perspective. Australian Journal of Teacher Education, 38(12), 119-146.
  • Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55, 1019-1031.
  • Combs, M. A., Jr. (2003). Computer use among high school educators: Relating teachers' ability, beliefs, and classroom use. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3101154)
  • Cooney, T.J. (2001). Considering the paradoxes, perils, and purposes of conceptualising teacher development. In F.-L. Lin (Ed.), Making sense of mathematics teacher education (pp. 9-31). Dordrecht: Kluwer Academic Publishers.
  • Çiçek, K., Turanlı, A., & Sapancı, A. (2017). Attitude scale towards LGBTI individuals: Validity and reliability Study. Journal of Pedagogical Research, 1(1), 34-41.
  • de Vries, S., van de Grift, W. J. C. M., & Jansen, E. P. W. A. (2014). How teachers' beliefs about learning and teaching relate to their continuing professional development. Teachers and Teaching: Theory and Practice, 20(3), 338.
  • Duncan, R. G., Pilitsis, V., & Piegaro, M. (2010). Development of preservice teachers’ ability to critique and adapt ınquiry-based ınstructional materials. Journal of Science Teacher Education, 21(1), 81-102.
  • Durik, A. M., Vida, M., Eccles, J. S. (2006). Values and ability beliefs as predictors of high school choices: A developmental analysis. Journal of Educational Psychology, 98(2), 382-393.
  • Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65.
  • Field, A. (2005). Discovering statistics with SPSS. London: Sage.
  • Fives, H. & Buehl, M. (2008). What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability. Contemporary Educational Psychology, 33(2), 134-176.
  • Fives, H., & Buehl, M. M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook, Vol. 2: Individual differences and cultural and contextual factors (pp. 471-499). Washington, DC: American Psychological Association.
  • Fives, H. & Buehl, M. M. (2013, April). Exploring differences in practicing teachers’ valuing of pedagogical knowledge based on teaching ability beliefs. Accepted as a Paper Presentation for Division C Section 2a of the Annual Meeting of the American Educational Research Association, San Francisco, CA.
  • Gatling, A. P. (2010). Investigating the impact of field verses university-based science methods on preservice teachers' belief and abilities to design inquiry-based science instruction for diverse learners. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3397800)
  • Gebril, A., & Brown, G. T. L. (2014). The effect of high-stakes examination systems on teacher beliefs: Egyptian teachers' conceptions of assessment. Assessment in Education, 21(1), 16-33.
  • Gülgöz, S. (2005). Five factor theory and NEO-PI-R in Turkey. In J. Allik, & R. R. McCrae (Eds.), The five-factor model of personality across cultures (pp.175-196). Dordrecht, Netherlands: Kluwer Academic Publishers.
  • Hallam, S., & Ireson, J. (2003). Secondary school teachers’ attitudes towards and beliefs about ability grouping. British Journal of Educational Psychology, 73, 343-356.
  • Haney, J. J., Lumpe, A. T., & Czerniak, C. M. (2003). Constructivist beliefs about the science classroom learning environment: Perspectives from teachers, administrators, parents, community members, and students. School Science and Mathematics, 103(8), 366-377.
  • Hasweh, M.Z.(2005). Teacher pedagogical constructions: A reconfiguration of pedagogical content knowledge. Teachers and Teaching: Theory and Practice, 11(3), 273-292.
  • Horn, J. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30(2), 179–185.
  • Johnson, M. (2012). Bilingual degree teachers’ beliefs: a case study in a tertiary setting. Puls, 35, 49-74.
  • Jöreskog, K. G., & Sörbom, D. (1982). Recent developments in structural equation modeling. Journal of Marketing Research, 19(4), 404-416
  • Jöreskog, K., & Sörbom, D. (2001). LISREL 8.51. Mooresvile: Scientific Sof tware Inc.
  • Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27, 65-90.
  • Kızıltepe, Z. (2002). Good and effective teacher. Education and science, 27(126), 10-14.
  • Kupari, P. (2003). Instructional practices and teachers’ beliefs in finish mathematics education. Studies in Educational Evaluation, 29(3), 243-257.
  • Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Language, 23(1), 102-128.
  • Levin, K. A. (2006). Study design III: Cross-sectional studies. Evidence-Based Dentistry, 7, 24-25.
  • Mansfield, C. F., & Volet, S. E. (2014). Impact of structured group activities on pre-service teachers' beliefs about classroom motivation: an exploratory study. Journal of Education for Teaching, 40(2), 155.
  • Marsh, H. W., Balla, JR., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factory analysis: The effects of sample size. Psychological Bulletin, 103(3), 391-410.
  • McLeod, D. B. & McLeod, S. H. (2002). Synthesis-beliefs and mathematics education: Implications for learning, teaching and research. In G.C. Leder, E. Pehkonen, and G. Torner (Eds.), Beliefs: A hidden variable in mathematics education (pp. 115-123). Dordrecht: Kluwer Academic Publishers.
  • Muijs, D., & Reynolds, D. (2002). Teachers’ beliefs and behaviors: What really matters? Journal of Classroom Interaction, 37(2), 3-15.
  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.
  • Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using SPSS program. London, UK: McGraw-Hill Education.
  • Reilly, E., Dhingra, K., & Boduszek, D. (2014). Teachers' self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction. The International Journal of Educational Management, 28(4), 365-378.
  • Reinhard, M.-a., Dickhäuser, O., Marksteiner, T., & Sporer, S. L. (2011). The case of Pinocchio: teachers' ability to detect deception. Social Psychology of Education: An International Journal, 14(3), 299-318.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), The handbook of research in teacher education (2nd ed., pp.102-119). New York: Macmillan.
  • Richardson, V. (2003). Preservice teachers’ beliefs. In J. Raths, & A. R. McAninch (Eds.), Teacher Beliefs and Classroom Performance: The Impact of Teacher Education (pp. 1-22). Greenwich, CT: Information Age Publishing.
  • Schrauf, R. W. (2000). Bilingual autobiographical memory: Experimental studies and clinical cases. Culture & Psychology, 6(4), 387-417.
  • Schumacker, R. E., & Lomax, R. G. (1996). A beginner’s guide to structural equation modeling. Hilsdale, NJ: Erlbaum.
  • Stipek, D.J., Givvin, K.B., Salmon, J.M., & MacGyvers, V.L. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17, 213-226.
  • Şimşek, C. & Tuzluca, S. (2015). Common personality traits and behavior of teachers who has positive long lasting impression in adults’ thinking life. Journal of Research in Education and Teaching, 4(3), 131-141.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. NY: Pearson
  • Thomas, C. N. P. (2014). Considering the impact of preservice teacher beliefs on future practice. Intervention in School and Clinic, 49(4), 230.
  • Thompson, A G. (1992). Teachers’ beliefs and conceptions: a synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning, (pp. 127-146). New York: Macmillan Publishing Company.
  • Trivedi, K. S. (2008). Probability & Statistics with reliability, queuing and computer science applications. John Wiley & Sons.

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

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

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.

References

  • Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological bulletin, 103(3), 411.
  • Arbuckle, J. L., & Wothke, W. (1999). Amos 4,0 user’s guide. Chicago, IL: SPSS Inc.
  • Bai, H., & Ertmer, P. A. (2008). Teacher educators' beliefs and technology uses as predictors of preservice teachers' beliefs and technology attitudes. Journal of Technology and Teacher Education, 16(1), 93-112.
  • Baloğlu, M. (2005). Matematik kaygısını derecelendirme ölçeğinin Türkçeye uyarlanması, dil geçerliği ve ön psikolojik incelemesi. Kuram ve Uygulamada Eğitim Bilimleri, 5(1), 7-30.
  • Baloğlu, N., & Karadağ, E. (2008). Öğretmen yetkinliğinin tarihsel gelişimi ve Ohio öğretmen yetkinlik ölçeği: Türk kültürüne uyarlama, dil geçerliği ve faktör yapısının incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 14(4), 571-606.
  • Başaran, A. R. & Baysal, S. (2016). Öğretmen adaylarının ideal bir öğretmen hakkındaki görüşleri. Ö. Demirel & S. Dinçer (Ed.), Eğitim Bilimlerinde Yenilik ve Nitelik Arayışı içinde (s. 29-43). Ankara: Pegem.
  • Beswick, K. (2007). Teachers’ beliefs that matter in secondary mathematics classrooms. Educational Studies in Mathematics, 65, 95-120.
  • Boulton, M. J. (2014). Teachers’ self-efficacy, perceived effectiveness beliefs, and reported use of cognitive-behavioral approaches to bullying among pupils: effects of in-service training with the I DECIDE program. Behavior Therapy, 45(3), 328.
  • Brown, J. D. (2002). The Cronbach alpha reliability estimate. Shiken: JALT Testing & Evaluation SIG Newsletter, 6(1), 17-19.
  • Chai, C. S. & Khine, M. S. (2008). Assessing the epistemological and pedagogical beliefs among pre-service teachers in Singapore. In M. S. Khine (Ed.), Knowing, knowledge and beliefs: Epistemological studies across diverse cultures (pp. 287-299). The Netherlands: Springer.
  • Chan, K. W. & Elliot, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817-831.
  • Chi-Kin Lee, J., Zhang, Z., Song, H.&Huang, X. (2013). Effects of Epistemological and pedagogical beliefs on the instructional practices of teachers: A Chinese perspective. Australian Journal of Teacher Education, 38(12), 119-146.
  • Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55, 1019-1031.
  • Combs, M. A., Jr. (2003). Computer use among high school educators: Relating teachers' ability, beliefs, and classroom use. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3101154)
  • Cooney, T.J. (2001). Considering the paradoxes, perils, and purposes of conceptualising teacher development. In F.-L. Lin (Ed.), Making sense of mathematics teacher education (pp. 9-31). Dordrecht: Kluwer Academic Publishers.
  • Çiçek, K., Turanlı, A., & Sapancı, A. (2017). Attitude scale towards LGBTI individuals: Validity and reliability Study. Journal of Pedagogical Research, 1(1), 34-41.
  • de Vries, S., van de Grift, W. J. C. M., & Jansen, E. P. W. A. (2014). How teachers' beliefs about learning and teaching relate to their continuing professional development. Teachers and Teaching: Theory and Practice, 20(3), 338.
  • Duncan, R. G., Pilitsis, V., & Piegaro, M. (2010). Development of preservice teachers’ ability to critique and adapt ınquiry-based ınstructional materials. Journal of Science Teacher Education, 21(1), 81-102.
  • Durik, A. M., Vida, M., Eccles, J. S. (2006). Values and ability beliefs as predictors of high school choices: A developmental analysis. Journal of Educational Psychology, 98(2), 382-393.
  • Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65.
  • Field, A. (2005). Discovering statistics with SPSS. London: Sage.
  • Fives, H. & Buehl, M. (2008). What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability. Contemporary Educational Psychology, 33(2), 134-176.
  • Fives, H., & Buehl, M. M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook, Vol. 2: Individual differences and cultural and contextual factors (pp. 471-499). Washington, DC: American Psychological Association.
  • Fives, H. & Buehl, M. M. (2013, April). Exploring differences in practicing teachers’ valuing of pedagogical knowledge based on teaching ability beliefs. Accepted as a Paper Presentation for Division C Section 2a of the Annual Meeting of the American Educational Research Association, San Francisco, CA.
  • Gatling, A. P. (2010). Investigating the impact of field verses university-based science methods on preservice teachers' belief and abilities to design inquiry-based science instruction for diverse learners. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3397800)
  • Gebril, A., & Brown, G. T. L. (2014). The effect of high-stakes examination systems on teacher beliefs: Egyptian teachers' conceptions of assessment. Assessment in Education, 21(1), 16-33.
  • Gülgöz, S. (2005). Five factor theory and NEO-PI-R in Turkey. In J. Allik, & R. R. McCrae (Eds.), The five-factor model of personality across cultures (pp.175-196). Dordrecht, Netherlands: Kluwer Academic Publishers.
  • Hallam, S., & Ireson, J. (2003). Secondary school teachers’ attitudes towards and beliefs about ability grouping. British Journal of Educational Psychology, 73, 343-356.
  • Haney, J. J., Lumpe, A. T., & Czerniak, C. M. (2003). Constructivist beliefs about the science classroom learning environment: Perspectives from teachers, administrators, parents, community members, and students. School Science and Mathematics, 103(8), 366-377.
  • Hasweh, M.Z.(2005). Teacher pedagogical constructions: A reconfiguration of pedagogical content knowledge. Teachers and Teaching: Theory and Practice, 11(3), 273-292.
  • Horn, J. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30(2), 179–185.
  • Johnson, M. (2012). Bilingual degree teachers’ beliefs: a case study in a tertiary setting. Puls, 35, 49-74.
  • Jöreskog, K. G., & Sörbom, D. (1982). Recent developments in structural equation modeling. Journal of Marketing Research, 19(4), 404-416
  • Jöreskog, K., & Sörbom, D. (2001). LISREL 8.51. Mooresvile: Scientific Sof tware Inc.
  • Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27, 65-90.
  • Kızıltepe, Z. (2002). Good and effective teacher. Education and science, 27(126), 10-14.
  • Kupari, P. (2003). Instructional practices and teachers’ beliefs in finish mathematics education. Studies in Educational Evaluation, 29(3), 243-257.
  • Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Language, 23(1), 102-128.
  • Levin, K. A. (2006). Study design III: Cross-sectional studies. Evidence-Based Dentistry, 7, 24-25.
  • Mansfield, C. F., & Volet, S. E. (2014). Impact of structured group activities on pre-service teachers' beliefs about classroom motivation: an exploratory study. Journal of Education for Teaching, 40(2), 155.
  • Marsh, H. W., Balla, JR., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factory analysis: The effects of sample size. Psychological Bulletin, 103(3), 391-410.
  • McLeod, D. B. & McLeod, S. H. (2002). Synthesis-beliefs and mathematics education: Implications for learning, teaching and research. In G.C. Leder, E. Pehkonen, and G. Torner (Eds.), Beliefs: A hidden variable in mathematics education (pp. 115-123). Dordrecht: Kluwer Academic Publishers.
  • Muijs, D., & Reynolds, D. (2002). Teachers’ beliefs and behaviors: What really matters? Journal of Classroom Interaction, 37(2), 3-15.
  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.
  • Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using SPSS program. London, UK: McGraw-Hill Education.
  • Reilly, E., Dhingra, K., & Boduszek, D. (2014). Teachers' self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction. The International Journal of Educational Management, 28(4), 365-378.
  • Reinhard, M.-a., Dickhäuser, O., Marksteiner, T., & Sporer, S. L. (2011). The case of Pinocchio: teachers' ability to detect deception. Social Psychology of Education: An International Journal, 14(3), 299-318.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), The handbook of research in teacher education (2nd ed., pp.102-119). New York: Macmillan.
  • Richardson, V. (2003). Preservice teachers’ beliefs. In J. Raths, & A. R. McAninch (Eds.), Teacher Beliefs and Classroom Performance: The Impact of Teacher Education (pp. 1-22). Greenwich, CT: Information Age Publishing.
  • Schrauf, R. W. (2000). Bilingual autobiographical memory: Experimental studies and clinical cases. Culture & Psychology, 6(4), 387-417.
  • Schumacker, R. E., & Lomax, R. G. (1996). A beginner’s guide to structural equation modeling. Hilsdale, NJ: Erlbaum.
  • Stipek, D.J., Givvin, K.B., Salmon, J.M., & MacGyvers, V.L. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17, 213-226.
  • Şimşek, C. & Tuzluca, S. (2015). Common personality traits and behavior of teachers who has positive long lasting impression in adults’ thinking life. Journal of Research in Education and Teaching, 4(3), 131-141.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. NY: Pearson
  • Thomas, C. N. P. (2014). Considering the impact of preservice teacher beliefs on future practice. Intervention in School and Clinic, 49(4), 230.
  • Thompson, A G. (1992). Teachers’ beliefs and conceptions: a synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning, (pp. 127-146). New York: Macmillan Publishing Company.
  • Trivedi, K. S. (2008). Probability & Statistics with reliability, queuing and computer science applications. John Wiley & Sons.
There are 58 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Article
Authors

Şahin Danişman

Engin Karadağ

Publication Date April 21, 2019
Submission Date December 19, 2017
Published in Issue Year 2019 Volume: 48 Issue: 1

Cite

APA Danişman, Ş., & Karadağ, E. (2019). Teaching Ability Beliefs Scale: Adapting into Turkish and Testing the Construct Validity. Cukurova University Faculty of Education Journal, 48(1), 577-603. https://doi.org/10.14812/cuefd.368714

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