The Validity and Reliability Study of The Turkish Version of The Preparedness to Teach Scale

İbrahim Yıldırım; Mahmut Kalman

EN TR

The Validity and Reliability Study of The Turkish Version of The Preparedness to Teach Scale

Abstract

The purpose of the study was to adapt the Preparedness to Teach Scale into Turkish and investigate the psychometric properties of the scale. The research was conducted in the academic year of 2015-2016 with the participation of a total of 535 prospective teachers. In the adaptation process, first of all the linguistic equivalence of the translation of the scale was examined. Then a positive, strong and significant correlation was detected between the Turkish and English forms of the scale. As a result of the validity and reliability study, a four-factor scale with 20 items was formed. It may be suggested that the Turkish version of the Preparedness to Teach Scale is a valid and reliable instrument which can be used to determine prospective teachers’ preparedness to teach.

Keywords

Preparedness to teach,scale adaptation,validity and reliability,preservice teachers

References

Aypay, A. (2009). Teachers' evaluation of their pre-service teacher training. Educational Sciences: Theory and Practice, 9(3), 1113-1123.
Balkar, B. (2014). Klinik temelli yaklaşımın bilgi alanlarını kapsayan araştırma-temelli öğretmen eğitimi politikasına ilişkin öğretmen algıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(4), 28-45.
Beare, P., Torgerson, C., Marshall, J., Tracz, S., & Chiero, R. (2012). Examination of alternative programs of teacher preparation on a single campus. Teacher Education Quarterly, 39(4), 55-74.
Bernardi, R. A. (1994). Validating research results when Cronbach's alpha is below .70: A methodological procedure. Educational and Psychological Measurement, 54(3), 766-775.
Blomberg, S. & Knight, B. A. (2015). Investigating novice teacher experiences of the teaching dynamics operating in selected school communities in Finland. Improving Schools, 18(2), 157-170.
Brown, A. L., Lee, J., & Collins, D. (2015). Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness. Teaching Education, 26(1), 77-93.
Bush, T. (2008). Leadership and management development in education. London: Sage.
Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı (13. Baskı). Ankara: PegemAkademi.
Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications and programming (2nd Edition). New York: Routledge.
Çapa, Y. (2005). Factors influencing first-year teachers’ sense of efficacy. unpublished doctoral dissertation. Unpublished doctoral dissertation, the Ohio State University.

Cattell, R. B. (1978). The scientific use of factor analysis in behavioral and life sciences. New York: Plenum Press.
Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (3. Baskı). Ankara: PegemAkademi
Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166-173.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314.
Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53(4), 286-302.
Darling-Hammond, L., Eiler, M., & Marcus, A. (2002). Perceptions of preparation: Using survey data to assess teacher education outcomes. Issues in Teacher Education, 11(1), 65-84.
Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. Education Policy Analysis Archives, 13(42). Retrieved [10 march 2016] from http://epaa.asu.edu/epaa/v13n42/.
Day, C., Sammons, P., Stobard, G., Kington, A., & Gu, Q. (2007). Teachers matter: Connecting work, lives and effectiveness. Berkshire, England: Open University Press.
Dickson, M., Tennant, L., Kennetz, K., Riddlebarger, J., & Stringer, P. (2013). From teacher preparation to classroom practice: perceptions of novice Emirati teachers. Int. Rev. Cont. Lear. Res., 2(2), 75-88.
Durgunoğlu, A. Y. & Hughes, T. (2010). How prepared are the U. S. preservice teachers to teach English language learners? International Journal of Teaching and Learning in Higher Education, 22(1), 32-41.
Eret, E. (2013). An assessment of pre-service teacher educatıon in terms of preparing teacher candidates for teachıng. Unpublished doctoral dissertation, Middle East Technical University, Ankara.
Everitt, B. S. (1975). Multivariate analysis: The need for data, and other problems. The British Journal of Psychiatry, 126(3), 237-240.
Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299.
Fantilli, R. D. & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25(6), 814-825.
Flores, M. A., Santos, P., Fernandes, S., & Pereira, D. (2014). Pre-service teachers’ views of their training: Key issues to sustain quality teacher education. Journal of Teacher Education for Sustainability, 16(2), 39-53.
Fontaine, S., Kane, R., Duquette, O., & Savoie-Zajc, L. (2011). New teachers’ career intentions: Factors influencing new teachers’ decisions to stay or to leave the profession. Alberta Journal of Educational Research, 57(4), 379-408.
Gökmenoğlu, T. (2013). Preparing teachers: Expectations and existing situation at faculties of education. Turkish Online Journal of Qualitative Inquiry, 4(4), 39-54.
Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466-479.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London, UK: Routledge.
Heinz, M. (2015). Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching. Educational Research and Evaluation, 21(3), 258-297.
Hu, L. ve Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
İlhan, M. & Çetin, B. (2014). Sınıf değerlendirme atmosferi ölçeği’nin (SDAÖ) geliştirilmesi: geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 39(176), 51-68.
Kıldan, A. O., İbret, B. U., Pektaş, M., Aydınozu, D., İncikabı, L., & Recepoğlu, E. (2013). Evaluating views of teacher trainees on teacher training process in Turkey. Australian Journal of Teacher Education, 38(2), n4. Available at: http://ro.ecu.edu.au/ajte/vol38/iss2/4.
Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: Guilford publications.
Kukla-Acevedo, S. (2009). Do teacher characteristics matter? New results on the effects of teacher preparation on student achievement. Economics of Education Review, 28(1), 49-57.
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805-820.
OECD (2011). Lessons from PISA for the United States, strong performers and successful reformers in education. Paris: OECD Publishing. Accessed March 9, 2016. http://dx.doi.org/10.1787/9789264096660-en.
Özoğlu, M., Gür, B. S., & Altunoğlu, A. (2013). Türkiye ve dünyada öğretmenlik: Retorik ve pratik. Ankara: Eğitimciler Birliği Sendikası.
Rajić, V., Hoşgörür, T., & Drvodelić, M. (2015). An international perspective on the teacher qualities issue: The case of Croatia and Turkey. Croatian Journal of Education, 17(1), 37-62.
Silvernail, D. L. (1998). Findings from an initial analysis of the New York City Teacher Survey. New York: New Visions for Public Schools.
Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339-355.
Ure, C. L. (2010). Reforming teacher education through a professionally applied study of teaching. Journal of Education for Teaching, 36(4), 461-475.
Worthington, R. L., & Whittaker, T. A. (2006). Scale development research a content analysis and recommendations for best practices. The Counseling Psychologist, 34(6), 806-838.
Zientek, L. R. (2006). Do teachers differ by certification route? Novice teachers’ sense of self-efficacy, commitment to teaching, and preparedness to teach. Unpublished doctoral dissertation, Texas A&M University.

Details

Primary Language

English

Subjects

Studies on Education

Journal Section

Research Article

Authors

İbrahim Yıldırım

Mahmut Kalman This is me

Publication Date

November 15, 2017

Submission Date

November 16, 2017

Acceptance Date

June 2, 2017

Published in Issue

Year 2017 Volume: 25 Number: 6

IZ

https://izlik.org/JA89JY64TY

APA

Yıldırım, İ., & Kalman, M. (2017). The Validity and Reliability Study of The Turkish Version of The Preparedness to Teach Scale. Kastamonu Education Journal, 25(6), 2311-2326. https://izlik.org/JA89JY64TY

AMA

1.Yıldırım İ, Kalman M. The Validity and Reliability Study of The Turkish Version of The Preparedness to Teach Scale. Kastamonu Education Journal. 2017;25(6):2311-2326. https://izlik.org/JA89JY64TY

Chicago

Yıldırım, İbrahim, and Mahmut Kalman. 2017. “The Validity and Reliability Study of The Turkish Version of The Preparedness to Teach Scale”. Kastamonu Education Journal 25 (6): 2311-26. https://izlik.org/JA89JY64TY.

EndNote

Yıldırım İ, Kalman M (November 1, 2017) The Validity and Reliability Study of The Turkish Version of The Preparedness to Teach Scale. Kastamonu Education Journal 25 6 2311–2326.

IEEE

[1]İ. Yıldırım and M. Kalman, “The Validity and Reliability Study of The Turkish Version of The Preparedness to Teach Scale”, Kastamonu Education Journal, vol. 25, no. 6, pp. 2311–2326, Nov. 2017, [Online]. Available: https://izlik.org/JA89JY64TY

ISNAD

Yıldırım, İbrahim - Kalman, Mahmut. “The Validity and Reliability Study of The Turkish Version of The Preparedness to Teach Scale”. Kastamonu Education Journal 25/6 (November 1, 2017): 2311-2326. https://izlik.org/JA89JY64TY.

JAMA

1.Yıldırım İ, Kalman M. The Validity and Reliability Study of The Turkish Version of The Preparedness to Teach Scale. Kastamonu Education Journal. 2017;25:2311–2326.

MLA

Yıldırım, İbrahim, and Mahmut Kalman. “The Validity and Reliability Study of The Turkish Version of The Preparedness to Teach Scale”. Kastamonu Education Journal, vol. 25, no. 6, Nov. 2017, pp. 2311-26, https://izlik.org/JA89JY64TY.

Vancouver

1.İbrahim Yıldırım, Mahmut Kalman. The Validity and Reliability Study of The Turkish Version of The Preparedness to Teach Scale. Kastamonu Education Journal [Internet]. 2017 Nov. 1;25(6):2311-26. Available from: https://izlik.org/JA89JY64TY

Kastamonu Education Journal is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license.

The Validity and Reliability Study of The Turkish Version of The Preparedness to Teach Scale

The Validity and Reliability Study of The Turkish Version of The Preparedness to Teach Scale

Abstract

Keywords

Öğretmenliğe Hazır Olma Ölçeği’nin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

IZ

Cite