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Development of Elementary School Teacher's Professional Identity Scale: Validity and Reliability Studies of the Context of Constructing/Configuration of Professional Identity

Year 2019, Volume: 20 Issue: 2, 384 - 403, 31.08.2019
https://doi.org/10.17679/inuefd.456941

Abstract

Professional
identity of an elementary school teacher emerges from the interaction of the
teacher’s personal and social context and professional values, beliefs, and
emotions allowing for reconstructing it. The professional internalization and
representation and identity construction lay the groundwork for the
professionalization of elementary school teachers. The aim of the present study
is to develop a valid and reliable measurement tool to identify the
characteristic structures operational in the formation/construction of the
professional identities of elementary school teachers. In the validity and
reliability studies of the scale, which was developed to determine the
formation / configuration context of the elementary teacher's professional
identity, exploratory factor analysis (EFA) was applied to the 381 classroom
teachers working in Çanakkale province (including the center and districts).The
factor loadings of the items in the scale range between .331 and .822. EFA
revealed a five-factor construct and a total variance of 42.332%. The
Cronbach’s Alpha reliability coefficient was calculated to be .64 for the
entire scale. Confirmatory factor analysis (CFA) analysis of the scale was
performed by applying to 447 elementary teachers working in Çanakkale province
(including center and districts).The CFA revealed that the ratio of the
chi-square fit index to the degree of freedom was x2/sd =3.41. A value less
than 5.00 signifies that the used model is acceptable. The values from the CFA
(RMSEA= 0.074) showed that the model produced a good fit. GFI=0.85, AGFI=0.82,
CFI=0.87, and NFI=0.85 show that the goodness-of-fit is within the acceptable
range. The scale for development/construction context of elementary school teachers’
professional identities is a 5-level Likert scale consisting of 5 factors and
27 items. 

References

  • Akkerman, S. F., and P. C. Meijer. (2011) “A Dialogical Approach to Conceptualizing Teacher Identity.” Teaching and Teacher Education 27: 308–319.
  • Alsup, J. (2006). Teacher Identity Discourse: Negotiating Personal and Professional Spaces. Nahwah, New Jersey, Lawrence Erlbaum Associates, Inc.
  • Assaf, L. C. (2003). The authoring of self: Looking at preservice teachers‘ Professional identities reflected in an online environment (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses
  • Baderstscher, E. M. (2007). An inquiry into relationships with mathematics: How identities and personal ways of knowing mediate and respond to mathematics content experiences (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Barret, A. (2008). Capturing the difference: primary school teacher identity in Tanzania. International Journal of Educational Development, 28(5), 496-507.
  • Beijaard, D., Meijer, P. C., and Verloop, N. (2004). Reconsidering research on teachers‘ professional identity. Teaching and Teacher education, 20, 107-128.
  • Beijaard, D., Verloop, N., and Vermunt, J. D. (2000). Teachers‘ perceptions of Professional identity: an exploratory study from a personal knowledge perspective. Teaching and Teacher education, 16, 749-764.
  • Broyles, J.W. (1997). Effects of videotape analysis on role development of student teachers in music (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Bukor, E. (2011). Exploring teacher identity: Teachers’ transformative experiences of re-constructing and re-connecting personal and professional selves. Unpublished doctoral thesis, Ontario Institute for Studies in Education at the University of Toronto, 397 pages.
  • Büyüköztürk, Ş. (2012). Sosyal Bilimler İçin Veri Analizi El Kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (14. Baskı), Ankara, Pegem Yayınları.
  • Byrne, B. M. (1998). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applicaitons, and programming. Mahwah, NJ:Erlbaum.
  • Campbell, S. A. (2005). Ariadne's thread: Pre-service teachers, stories and identities in teacher education (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Castañeda F. (2011).“Teacher Identity Constructıon: Exploring the Nature of Becoming a Primary School Language Teacher. (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Chedzoy, S.M. & Burden, R.L. (2007). What can psychology tell us about teaching dance?The potential contribution of Ajzen's Theory of Planned Behavior. Research in Dance Education, 8(1), 53-69.
  • Çokluk, Ö., Şekercioğlu, Ö. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik spss ve lisrel uygulamaları. Ankara: Pegem Akademi
  • Day, C., Flores, M. A., & Viana, I. (2007). Effects of national policies on teachers' sense of professionalism: Findings from an empirical study in Portugal and in England. European Journal of Teacher Education, 30(3), 249-265.
  • Day, C., Kington, A., Stobart, G., & Sammons, P. (2006).The personal and Professional selves of teachers: Stable and unstable identities. British Educational Research Journal ,32(4) 601-616.
  • Gee, J. (2000-2001). Identity as an analytical lens for research in education. Review of Research in Education. W. Secada. Washington D. C, American Educational Research Association.
  • Goos, M.& Bennison, A. (2008). Developing a communal identity as beginning teachers of mathematics: Emergence of an online community practice. Journal of Mathematics Teachers Education, 11(1), 41-60.
  • Hale, K. D. (2005). Identity formation and development of self in early career teachers (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Hallman, H. (2007). Negotiating teacher identity: Exploring the use of electronic teaching portfolios with pre-service English teachers. Journal of Adolescent and Adult Literacy, 50, 474–485.
  • Hammerness, K., Darling-Hammond, L., & Bransford, J. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (p.358-389) San Franscisco, CA: Jossey-Bass
  • Hooper, D., Coughlan, J., & Mullen, M.R. (2008). Structural equation modelling: Guidelines for determining model fit. Journal of Business Research Methods, 6, 53–60.
  • Hsieh B. (2010). Exploring the Complexity of Teacher Professional Identity, Dissertation for the Degree of Doctor of Philosophy, University of California, Berkeley, CA
  • Isbell, D. C.(2006). Socialization and occupational identity among preservice music teachers enrolled in traditional baccalaureate degree programs (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Javis-Sellinger, S. (2002). Journey toward becoming teachers: Charting the course of professional development (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Jöreskog, K.& Sörbom, D. (1993). Lisrel 8: Structural equation modeling with the SIMPLIS command language. Lincolnwood, USA: Scientific Software International.
  • Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching & Teacher Education, 21, 899-916.
  • Malderez, A., Hobson, A. J., Tracey, L., & Kerr, K. (2007). Becoming a student teacher: Core features of the experience. European Journal of Teacher Education, 30(3), 225-248.
  • Markauskaite, L., Sutherland, L. M., & Howard, S. K. (2008). Scaffolds and their correlates in an asynchronous text-based computer-supported collaborative learning environment: Who uses and who benefits? Research and Practice in Technology Enhanced Learning, 3(1), 65–93.
  • Miller, J. (2008). Teacher identity:. The Cambridge Guide to Second Language Teacher Education. A. Burns and J. C. Richards. Cambridge, Cambridge University Press.
  • Miller, S. J. (2005). Geographically 'meaned' pre-service secondary language arts student teacher identities (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Newman, C. S. (1997). Seeds of professional identity: Case studies of five preservice teachers’ dream and goals (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Nguyen, H.T. (2004). Case studies of five foreign-born Vietnamese American pre-service teachers: Perceptions of teaching and of self development (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Olesen, H. S. (2001). Professional identity as learning processes in life histories. Journal of Workplace Learning, 13(7/8), 290–297
  • Öz Kılıç, M.(2009). Küreselleşme sürecinin eğitim üzerine etkileri ve öğretmen kimliği.Yayınlanmamış Doktora Tezi, Ege üniversitesi, Sosyal Bilimler Enstitüsü, İzmir
  • Poole, W. L. (2008). Intersections of organizational justice and identity under the new policy direction: Important understanding for educational leaders. International Journal of Leadership in Education, 11(1), 23-42.
  • Poulou, M. (2007). Student-teachers' concerns about teaching practice. European Journal of Teacher Education, 30(1), 91-110.
  • Renninger, K. A. (2009). Interest and identity development in instruction: An inductive model. Educational Psychologist, 44(2), 1–14.
  • Richards, K. (2006). Being the teacher: Identity and classroom conversation. Applied linguistics. no: 27(1), pp. 51-77. Schegloff
  • Sachs, J. 2005. “Teacher Education and the Development of Professional Identity: Learning to be a Teacher.” In Connecting Policy and Practice: Challenges for Teaching and Learning in Schools and Universities, edited by P. Denicolo and M. Compf, 5–21. Oxford: Routledge.
  • Smith, B., and A. C. Sparkes. (2008). “Contrasting Perspectives on Narrating Selves and Identities: An Invitation to Dialogue.” Qualitative Research 8 (1): 5–35.Steiger, J. H. (2007). Understanding the limitations of global fit assessment in structural equation modeling. Personality and Individual Differences. 42, 893–898.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
  • Tabachnick, B.G. and Fidell L.S. (2013). Using multivariate statistics. USA: Pearson Education.
  • Tavşancıl, E. (2009). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın Dağıtım.
  • Terwilliger, C. C. (2006). Desiring professionalism: Female elementary teachers negotiating identities (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Tezbaşaran, A. (2008). Likert tipi ölçek hazırlama kılavuzu (3. sürüm e-kitap). https://www.academia.edu/attachments/30326768/download_file adresinden 15 Ocak 2018 tarihinde alınmıştır.
  • Travers, K. A. (2000). Exploring the development of teacher identity: A study of prospective teachers learning to teach (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Van Veen, K., Sleegers, P., & van de Ven, P. (2005). One teacher's identity, emotions, and commitment to change: A case study into the cognitive-affective processes of a secondary school teacher in the context of reforms. Teaching & Teacher Education, 21, 917-934.
  • Varghese, M., Morgan, B., Johnston, B., & Johnson, K. (2005). Theorizing Language Teacher Identity: Three perspectives and beyond. Journal of Languages, Identity, and Education, 4(1), 21-44.
  • Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of Teacher Education, 33(1), 53–64.
  • Williams, D. L. (2007). Student teaching in an urban context: Student teachers' views and construction of identities (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Zembylas, M. (2003). Emotions and teacher identity: A post-structural perspective. Teachers and Teaching: Theory and Practice, 9(3), 213–238.

Sınıf Öğretmenin Mesleki Kimlik Ölçeğinin Geliştirilmesi: Mesleki Kimliğin Oluşum/Yapılandırma Bağlamının Geçerlik ve Güvenirlik Çalışmaları

Year 2019, Volume: 20 Issue: 2, 384 - 403, 31.08.2019
https://doi.org/10.17679/inuefd.456941

Abstract

Sınıf öğretmeni mesleki kimlik yapısı, öğretmenin
bireysel ve sosyal öğeleri ile bunu yeniden inşasını sağlayan mesleki değerleri,
inançları, duygularının karşılıklı etkileşimi sonucu oluşmaktadır. Sınıf
öğretmenlerinin profesyonelleşme sürecinde mesleği içselleştirmesi ve temsil
etmesi ile mesleki kimliğin yapılandırılması temel oluşturmaktadır. Bu
çalışmanın amacı Sınıf öğretmenlerinin mesleki kimliklerinin
oluşum/yapılandırma bağlamlarında bulunan karakteristik yapıları belirlemede
kullanabilecek geçerli ve güvenilir bir ölçme aracı geliştirmektir. Sınıf
öğretmeninin mesleki kimliğinin oluşum/yapılandırma bağlamını belirlemeye
yönelik geliştirilen ölçeğin geçerlik ve güvenirlik çalışmalarında Çanakkale
ilinde (merkez ve ilçeler dahil) görev yapan 381 sınıf öğretmenine uygulanarak
ölçeğin açımlayıcı faktör analizi (AFA) yapılmıştır. Ölçekte yer alan
maddelerin faktör yükleri. 331 ile. 822 arasında değişmektedir. AFA’dan elde
edilen veriler ile, ölçeğin beş faktörlü yapıda olduğu ve bu beş faktörün
toplam varyansın % 42. 332’sini açıkladığı görülmüştür. Ölçeğin bütünü için
hesaplanan Cronbach Alpha güvenirlik katsayısı 0.64’dir. Ölçeğin doğrulayıcı
faktör analizi (DFA) analizleri Çanakkale ilinde (merkez ve ilçeler dahil)
görev yapan 447 sınıf öğretmenine uygulanarak yapılmıştır. Yapılan DFA
sonucunda ki-kare uyum indeksi değerinin serbestlik derecesine oranının (x2/sd
=3,41) olduğu görülmektedir. Bu değerin 5’den küçük olması modelin kabul
edilebilir olduğunu göstermektedir. Yapılan DFA da ulaşılan değerler (RMSEA=
0.074) dikkate alındığında modelin iyi uyum verdiği söylenebilir. Modelde
GFI=.85, AGFI=.82 CFI= .87 ve NFI= .85 olması uyum iyiliği değerlerinin kabul
edilebilir değer aralığında olduğu sonucuna ulaşılmıştır. Sınıf öğretmeninin
mesleki kimliğinin oluşum/yapılandırma bağlam ölçeği (sömkoybö) beş faktörlü,
5’li likert olarak derecelendirilmiş 27 maddelik olup geçerliği ve güvenirliği
test edilmiştir.

References

  • Akkerman, S. F., and P. C. Meijer. (2011) “A Dialogical Approach to Conceptualizing Teacher Identity.” Teaching and Teacher Education 27: 308–319.
  • Alsup, J. (2006). Teacher Identity Discourse: Negotiating Personal and Professional Spaces. Nahwah, New Jersey, Lawrence Erlbaum Associates, Inc.
  • Assaf, L. C. (2003). The authoring of self: Looking at preservice teachers‘ Professional identities reflected in an online environment (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses
  • Baderstscher, E. M. (2007). An inquiry into relationships with mathematics: How identities and personal ways of knowing mediate and respond to mathematics content experiences (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Barret, A. (2008). Capturing the difference: primary school teacher identity in Tanzania. International Journal of Educational Development, 28(5), 496-507.
  • Beijaard, D., Meijer, P. C., and Verloop, N. (2004). Reconsidering research on teachers‘ professional identity. Teaching and Teacher education, 20, 107-128.
  • Beijaard, D., Verloop, N., and Vermunt, J. D. (2000). Teachers‘ perceptions of Professional identity: an exploratory study from a personal knowledge perspective. Teaching and Teacher education, 16, 749-764.
  • Broyles, J.W. (1997). Effects of videotape analysis on role development of student teachers in music (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Bukor, E. (2011). Exploring teacher identity: Teachers’ transformative experiences of re-constructing and re-connecting personal and professional selves. Unpublished doctoral thesis, Ontario Institute for Studies in Education at the University of Toronto, 397 pages.
  • Büyüköztürk, Ş. (2012). Sosyal Bilimler İçin Veri Analizi El Kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (14. Baskı), Ankara, Pegem Yayınları.
  • Byrne, B. M. (1998). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applicaitons, and programming. Mahwah, NJ:Erlbaum.
  • Campbell, S. A. (2005). Ariadne's thread: Pre-service teachers, stories and identities in teacher education (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Castañeda F. (2011).“Teacher Identity Constructıon: Exploring the Nature of Becoming a Primary School Language Teacher. (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Chedzoy, S.M. & Burden, R.L. (2007). What can psychology tell us about teaching dance?The potential contribution of Ajzen's Theory of Planned Behavior. Research in Dance Education, 8(1), 53-69.
  • Çokluk, Ö., Şekercioğlu, Ö. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik spss ve lisrel uygulamaları. Ankara: Pegem Akademi
  • Day, C., Flores, M. A., & Viana, I. (2007). Effects of national policies on teachers' sense of professionalism: Findings from an empirical study in Portugal and in England. European Journal of Teacher Education, 30(3), 249-265.
  • Day, C., Kington, A., Stobart, G., & Sammons, P. (2006).The personal and Professional selves of teachers: Stable and unstable identities. British Educational Research Journal ,32(4) 601-616.
  • Gee, J. (2000-2001). Identity as an analytical lens for research in education. Review of Research in Education. W. Secada. Washington D. C, American Educational Research Association.
  • Goos, M.& Bennison, A. (2008). Developing a communal identity as beginning teachers of mathematics: Emergence of an online community practice. Journal of Mathematics Teachers Education, 11(1), 41-60.
  • Hale, K. D. (2005). Identity formation and development of self in early career teachers (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Hallman, H. (2007). Negotiating teacher identity: Exploring the use of electronic teaching portfolios with pre-service English teachers. Journal of Adolescent and Adult Literacy, 50, 474–485.
  • Hammerness, K., Darling-Hammond, L., & Bransford, J. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (p.358-389) San Franscisco, CA: Jossey-Bass
  • Hooper, D., Coughlan, J., & Mullen, M.R. (2008). Structural equation modelling: Guidelines for determining model fit. Journal of Business Research Methods, 6, 53–60.
  • Hsieh B. (2010). Exploring the Complexity of Teacher Professional Identity, Dissertation for the Degree of Doctor of Philosophy, University of California, Berkeley, CA
  • Isbell, D. C.(2006). Socialization and occupational identity among preservice music teachers enrolled in traditional baccalaureate degree programs (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Javis-Sellinger, S. (2002). Journey toward becoming teachers: Charting the course of professional development (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Jöreskog, K.& Sörbom, D. (1993). Lisrel 8: Structural equation modeling with the SIMPLIS command language. Lincolnwood, USA: Scientific Software International.
  • Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching & Teacher Education, 21, 899-916.
  • Malderez, A., Hobson, A. J., Tracey, L., & Kerr, K. (2007). Becoming a student teacher: Core features of the experience. European Journal of Teacher Education, 30(3), 225-248.
  • Markauskaite, L., Sutherland, L. M., & Howard, S. K. (2008). Scaffolds and their correlates in an asynchronous text-based computer-supported collaborative learning environment: Who uses and who benefits? Research and Practice in Technology Enhanced Learning, 3(1), 65–93.
  • Miller, J. (2008). Teacher identity:. The Cambridge Guide to Second Language Teacher Education. A. Burns and J. C. Richards. Cambridge, Cambridge University Press.
  • Miller, S. J. (2005). Geographically 'meaned' pre-service secondary language arts student teacher identities (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Newman, C. S. (1997). Seeds of professional identity: Case studies of five preservice teachers’ dream and goals (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Nguyen, H.T. (2004). Case studies of five foreign-born Vietnamese American pre-service teachers: Perceptions of teaching and of self development (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Olesen, H. S. (2001). Professional identity as learning processes in life histories. Journal of Workplace Learning, 13(7/8), 290–297
  • Öz Kılıç, M.(2009). Küreselleşme sürecinin eğitim üzerine etkileri ve öğretmen kimliği.Yayınlanmamış Doktora Tezi, Ege üniversitesi, Sosyal Bilimler Enstitüsü, İzmir
  • Poole, W. L. (2008). Intersections of organizational justice and identity under the new policy direction: Important understanding for educational leaders. International Journal of Leadership in Education, 11(1), 23-42.
  • Poulou, M. (2007). Student-teachers' concerns about teaching practice. European Journal of Teacher Education, 30(1), 91-110.
  • Renninger, K. A. (2009). Interest and identity development in instruction: An inductive model. Educational Psychologist, 44(2), 1–14.
  • Richards, K. (2006). Being the teacher: Identity and classroom conversation. Applied linguistics. no: 27(1), pp. 51-77. Schegloff
  • Sachs, J. 2005. “Teacher Education and the Development of Professional Identity: Learning to be a Teacher.” In Connecting Policy and Practice: Challenges for Teaching and Learning in Schools and Universities, edited by P. Denicolo and M. Compf, 5–21. Oxford: Routledge.
  • Smith, B., and A. C. Sparkes. (2008). “Contrasting Perspectives on Narrating Selves and Identities: An Invitation to Dialogue.” Qualitative Research 8 (1): 5–35.Steiger, J. H. (2007). Understanding the limitations of global fit assessment in structural equation modeling. Personality and Individual Differences. 42, 893–898.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
  • Tabachnick, B.G. and Fidell L.S. (2013). Using multivariate statistics. USA: Pearson Education.
  • Tavşancıl, E. (2009). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın Dağıtım.
  • Terwilliger, C. C. (2006). Desiring professionalism: Female elementary teachers negotiating identities (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Tezbaşaran, A. (2008). Likert tipi ölçek hazırlama kılavuzu (3. sürüm e-kitap). https://www.academia.edu/attachments/30326768/download_file adresinden 15 Ocak 2018 tarihinde alınmıştır.
  • Travers, K. A. (2000). Exploring the development of teacher identity: A study of prospective teachers learning to teach (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Van Veen, K., Sleegers, P., & van de Ven, P. (2005). One teacher's identity, emotions, and commitment to change: A case study into the cognitive-affective processes of a secondary school teacher in the context of reforms. Teaching & Teacher Education, 21, 917-934.
  • Varghese, M., Morgan, B., Johnston, B., & Johnson, K. (2005). Theorizing Language Teacher Identity: Three perspectives and beyond. Journal of Languages, Identity, and Education, 4(1), 21-44.
  • Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of Teacher Education, 33(1), 53–64.
  • Williams, D. L. (2007). Student teaching in an urban context: Student teachers' views and construction of identities (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Zembylas, M. (2003). Emotions and teacher identity: A post-structural perspective. Teachers and Teaching: Theory and Practice, 9(3), 213–238.
There are 53 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Derya Girgin 0000-0002-6114-7925

Çavuş Şahin 0000-0002-4250-9898

Publication Date August 31, 2019
Published in Issue Year 2019 Volume: 20 Issue: 2

Cite

APA Girgin, D., & Şahin, Ç. (2019). Sınıf Öğretmenin Mesleki Kimlik Ölçeğinin Geliştirilmesi: Mesleki Kimliğin Oluşum/Yapılandırma Bağlamının Geçerlik ve Güvenirlik Çalışmaları. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 20(2), 384-403. https://doi.org/10.17679/inuefd.456941
AMA Girgin D, Şahin Ç. Sınıf Öğretmenin Mesleki Kimlik Ölçeğinin Geliştirilmesi: Mesleki Kimliğin Oluşum/Yapılandırma Bağlamının Geçerlik ve Güvenirlik Çalışmaları. INUJFE. August 2019;20(2):384-403. doi:10.17679/inuefd.456941
Chicago Girgin, Derya, and Çavuş Şahin. “Sınıf Öğretmenin Mesleki Kimlik Ölçeğinin Geliştirilmesi: Mesleki Kimliğin Oluşum/Yapılandırma Bağlamının Geçerlik Ve Güvenirlik Çalışmaları”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 20, no. 2 (August 2019): 384-403. https://doi.org/10.17679/inuefd.456941.
EndNote Girgin D, Şahin Ç (August 1, 2019) Sınıf Öğretmenin Mesleki Kimlik Ölçeğinin Geliştirilmesi: Mesleki Kimliğin Oluşum/Yapılandırma Bağlamının Geçerlik ve Güvenirlik Çalışmaları. İnönü Üniversitesi Eğitim Fakültesi Dergisi 20 2 384–403.
IEEE D. Girgin and Ç. Şahin, “Sınıf Öğretmenin Mesleki Kimlik Ölçeğinin Geliştirilmesi: Mesleki Kimliğin Oluşum/Yapılandırma Bağlamının Geçerlik ve Güvenirlik Çalışmaları”, INUJFE, vol. 20, no. 2, pp. 384–403, 2019, doi: 10.17679/inuefd.456941.
ISNAD Girgin, Derya - Şahin, Çavuş. “Sınıf Öğretmenin Mesleki Kimlik Ölçeğinin Geliştirilmesi: Mesleki Kimliğin Oluşum/Yapılandırma Bağlamının Geçerlik Ve Güvenirlik Çalışmaları”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 20/2 (August 2019), 384-403. https://doi.org/10.17679/inuefd.456941.
JAMA Girgin D, Şahin Ç. Sınıf Öğretmenin Mesleki Kimlik Ölçeğinin Geliştirilmesi: Mesleki Kimliğin Oluşum/Yapılandırma Bağlamının Geçerlik ve Güvenirlik Çalışmaları. INUJFE. 2019;20:384–403.
MLA Girgin, Derya and Çavuş Şahin. “Sınıf Öğretmenin Mesleki Kimlik Ölçeğinin Geliştirilmesi: Mesleki Kimliğin Oluşum/Yapılandırma Bağlamının Geçerlik Ve Güvenirlik Çalışmaları”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 20, no. 2, 2019, pp. 384-03, doi:10.17679/inuefd.456941.
Vancouver Girgin D, Şahin Ç. Sınıf Öğretmenin Mesleki Kimlik Ölçeğinin Geliştirilmesi: Mesleki Kimliğin Oluşum/Yapılandırma Bağlamının Geçerlik ve Güvenirlik Çalışmaları. INUJFE. 2019;20(2):384-403.

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