Öğretmen Adayları İçin Çok Kültürlü Yeterlilik Ölçeği: Geliştirilmesi, Geçerliği ve Ölçme Değişmezliği

Abstract

Problem Durumu: Yeni milenyum hem yerel hem de küresel düzeyde artan bir çeşitliliğe tanık olmaktadır. Ülke demografilerindeki değişimler ve göçteki artışlara bağlı olarak okullardaki öğrenci çeşitliliği de artmaktadır. Bu nedenle, araştırmacılar, okul politikalarının ve uygulamalarının bu öğrenci çeşitliliğini karşılayabilecek şekilde gelişmesi gerektiğini vurgulamaktadır (Banks, 2010). Böylesi bir küresel dünyada farklı geçmişlerden ve kültürel alt yapılardan gelen öğrencilerle karşı karşıya kalacak öğretmen adaylarının nitelikli bir eğitime sahip olmaları gerekmektedir (Nzai ve Feng, 2014). Bir diğer ifadeyle, öğretmenlerin kültürel ve dilsel olarak farklı gruplardan gelen öğrencilere etkili bir şekilde hizmet etmeleri için hazırlıklı olmaları gerekir (Mysore, Lincoln ve Wavering, 2016). Rosado (1997), çok kültürlülüğü bir toplumdaki tüm farklı grupların varlığını tanıyan ve saygı duyan, sosyo-kültürel farklılıklarını kabul edip değer veren, bunun yanı sıra varlıklarını sürdürmelerini teşvik eden ve sağlayan bir inanç ve davranış sistemi olarak tanımlamaktadır. Parekh (2002) ise daha geniş bir bakış açısıyla çok kültürlü eğitimi, kendini yansıtma, kanıtların bağımsız olarak değerlendirilmesiyle fikirlere ulaşma becerisi, başkalarına saygı duymak, çeşitli bakış açılarına ve yaşam tarzlarına duyarlı olmayı içeren ve entelektüel merakı destekleyen eğitim faaliyetleri olarak görmektedir. Eğitimde çok kültürlülüğün temel amacı, öğrencinin özelliklerini anlayabilen ve her öğrencinin akademik potansiyelini gerçekleştirmesine yardımcı olmak için gerekli becerilere sahip yetkin eğitimciler yetiştirmektir (Keengwe, 2010; Walker, Shafer ve Iiams, 2004). Ancak öğretmen adaylarının birçoğu öğretmen eğitimi programlarına çok sınırlı deneyimlerle girdiklerini belirtmişlerdir (Valentin, 2006). Yapılan araştırmalarda aday öğretmenler, farklı kültürlere mensup öğrencilere ve çok kültürlü okul ortamlarında eğitim vermeye yeterince hazır olmadıklarını bildirmişlerdir (Cho ve DeCastro-Ambrosetti, 2005; Futrell, Gomez ve Bedden, 2003; Ladson-Billings, 2000; Valli ve Rennert-Ariev, 2000). Parekh (2002), iki veya daha fazla kültürel grubu içeren bir grubu çok kültürlü olarak tanımlar. Nitekim zengin kültür ve uygarlıklara ev sahipliği yapan bir ülke olan Türkiye de çok kültürlü bir toplum olarak kabul edilir (Polat ve Kılıç, 2013). Türk eğitim sistemine katılan öğrenciler etnik köken, din, sosyal sınıf, ırk, cinsel yönelim ve birçok özellik bakımından çeşitlilik göstermektedir (Kotluk ve Kocakaya, 2018). Ayrıca, bugün Türkiye, 1.7 milyon çocuğun da dahil olduğu 4 milyon civarında mülteciye ev sahipliği yapmaktadır. Bu mevcut demografik durumun bir sonucu olarak, tüm dünyadaki öğretmenlerin yanı sıra Türkiye'deki öğretmenlerin de farklı kültürel aidiyetleri olan öğrenciler karşısında donanımlı olmaları gerekmektedir.

Araştırmanın Amacı: Bu çalışmanın amacı, öğretmen adaylarının çok kültürlü yetkinliklerini ölçen bir ölçek geliştirmektir. Sosyal bilimler ve davranış bilimlerinde test puanları genellikle grup karşılaştırmaları yapmak için kullanılır. Ancak, bu tür karşılaştırmalar yalnızca eldeki puanlar karşılaştırılabilir olduğunda geçerli olur. Bu nedenle, bu çalışmada cinsiyet grupları arasında ölçme değişmezliğinin incelenmesi de gerekli görülmüştür. Araştırmanın Yöntemi: Ölçeğin faktör yapısını belirlemek için açımlayıcı faktör analizi (AFA) uygulanmıştır. Model veri uyumu doğrulayıcı faktör analizi (DFA) ile incelenmiştir. DFA, maksimum olabilirlik kestirim yöntemi ve kovaryans matrisi kullanılarak yürütülmüştür. Ölçme değişmezliği ise çoklu grup doğrulayıcı faktör analiziyle test edilmiştir.

Keywords

• Çok kültürlülük,
• ölçek geliştirme,
• ölçme değişmezliği

Multicultural Competence Scale for Prospective Teachers: Development, Validation and Measurement Invariance

Abstract

Purpose: This study reports on the development, validation and measurement invariance of the Multicultural Competency Scale (MCS) for preservice teachers.

Research Methods: Data from 640 pre-service teachers were collected for two studies. After data screening procedures 628 responses were left. The data were divided into two sets for exploratory factor (n1=314) and confirmatory factor analysis (n2=314) using a random split half method in SPSS.

Findings: According to the results of the exploratory factor analysis, a 14-item, three-factor solution came out: awareness, skill and knowledge. Awareness subscale aims to measure the teacher’s awareness of his or her own cultural affiliation. Knowledge subscale attempts to measure the teacher's willingness to learn about diverse cultures. Skill subscale intends to measures the teacher's competence to organize and adapt the educational environment and materials according to the multicultural class. Confirmatory factor analysis indicated that the three-factor oblique model was a good fit to the data. The subscales of the MCS demonstrated adequate internal consistency. Measurement invariance tests revealed that full configural, metric, scalar invariance and partial strict invariance were achieved across gender.

Implications for Research and Practice: Validity and reliability analysis of the scale suggest that the MCS-14 has satisfactory psychometric features. Thus, the MCS can be utilized to diagnose pre-service teachers’ multicultural competency and to investigate changes in their strengths and weaknesses in multicultural competency during the training. The MCS enables preservice teachers to self-assess and to recognize their position of multicultural competence. The MCS also allows researchers to predict teachers’ future success in diverse classrooms.

Keywords

• multiculturalism
• scale development
• measurement invariance

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