DAVRANIŞ DÜZENLEME BECERİLERİNİN DESTEKLENMESİNE YÖNELİK HAZIRLANAN HİZMET İÇİ EĞİTİM PROGRAMININ KAZANIMLARININ KAPSAM GEÇERLİLİĞİNİN BELİRLENMESİ

Year 2025, Volume: 39 Issue: 1, 54 - 72, 25.03.2025

Almıla Elif Altan , Menekşe Boz

https://doi.org/10.48070/erciyesakademi.1562840

Abstract

Davranış düzenleme becerisi insan hayatında önemli yeri olan, geliştirilebilir bir beceridir. Bu beceri, erken çocukluk döneminde, özellikle 4-7 yaş aralığında hızla gelişir ve çocuğun yaşam boyu sosyal uyumunu etkileyen temel faktörlerden biridir. Bu kritik dönemde özellikle okul öncesi öğretmenlerinin rolü büyüktür. Çocukların davranış düzenleme becerileri öğretmenlerin rehberliği ile şekillenir. Sınıflarında kullandıkları öğretim stratejileri ve uygulamalar verdikleri eğitimin niteliğini belirlemektedir. Yapılan çalışmalar, okul öncesi dönemde çocukların nitelikli eğitim almasının davranış düzenleme becerilerinin gelişimini desteklediğini ortaya koymaktadır. Bu çalışmada okul öncesi öğretmenlerin davranış düzenleme becerilerini destekleyen sınıf-içi uygulamalarına yönelik hazırlanan eğitim programının kazanımlarının kapsam geçerliğinin Davis tekniğine göre analiz edilerek kapsam geçerlilik indekslerinin hesaplanması amaçlanmıştır. Araştırmada nitel araştırma yöntemlerinden durum deseni kullanılmıştır. Araştırmanın çalışma grubunu okul öncesi eğitimi, eğitim programları ve öğretim ve ölçme ve değerlendirme alanlarında uzman 14 öğretim elemanı oluşturmaktadır. Alan yazın taranmış 10 aday hedef ve bu hedefler altında 49 aday kazanım belirlenmiştir. Aday kazanımlar için Davis tekniğine uygun olarak uzman görüşü alınmıştır. Analizler sonucunda kazanımların kapsam geçerlik indeksleri hesaplanmıştır. Davis tekniği .80 ölçütü temel alınarak KGİ değeri ölçütün altında kalan kazanımlar programın kazanımları arasından çıkarılmıştır.

Keywords

Davranış düzenleme becerisi, Hizmet içi eğitim, Kapsam geçerliği

DETERMINING THE CONTENT VALIDITY OF THE OUTCOMES OF THE IN-SERVICE TRAINING PROGRAM PREPARED TO SUPPORT BEHAVIOR REGULATION SKILLS

Abstract

The capacity for behavior regulation is a skill that can be cultivated and plays a significant role in human development. This skill develops rapidly during the early childhood years, particularly between the ages of four and seven. It is a significant determinant of the child's lifelong social adaptation. Preschool educators are uniquely positioned to influence this pivotal developmental stage. The guidance provided by teachers plays a pivotal role in the development of children's behavioral regulation skills. The efficacy of the education provided by a given preschool is contingent upon the teaching strategies and practices employed by its instructors. It has been demonstrated that the provision of a high-quality education during the preschool period is conducive to the development of behavior regulation skills. The objective of this study was to calculate the content validity indices by analyzing the content validity of the gains of the training program prepared for in-class practices that support preschool teachers' behavior regulation skills according to the Davis technique. In this study, the case design method, which is one of the qualitative research methods, was employed. The study group consisted of 14 instructors with expertise in the fields of preschool education, curriculum and instruction, and measurement and evaluation. A review of the literature yielded 10 candidate objectives and 49 candidate outcomes under these objectives. Expert opinion was sought for the candidate outcomes in accordance with the Davis technique. The resulting analysis led to the calculation of content validity indices for the objectives. Based on the Davis technique criterion of .80, objectives with a CGI value below the criterion were excluded from the program objectives.

Keywords

Behavior regulation skills, In-service training, Content validity

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