MATEMATİK ÖĞRETMEN KİMLİĞİ: ÖLÇEK UYARLAMA VE ÖĞRETMEN ADAYLARININ MATEMATİK ÖĞRETMEN KİMLİKLERİNİ BELİRLEME ÇALIŞMASI

Year 2023, Issue: 68, 1 - 26, 29.10.2023

Okan Arslan

https://doi.org/10.21764/maeuefd.1263906

Abstract

Bu çalışmada, matematik eğitimi alan yazındaki Teacher of Mathematics Identity Scale (ToMI) Türkçeye Matematik Öğretmen Kimliği Ölçeği (MÖKÖ) ismi ile uyarlanmış, Türkçe versiyonu için çeşitli geçerlik ve güvenirlik kanıtları sunulmuştur. Orijinal ölçek 7’li Likert tipinde ve 3 boyuttan oluşmaktadır. Ölçek her bir boyutta 5, toplamda 15 maddeden oluşmaktadır. Ölçek uyarlama çalışmalarında matematik eğitimi alanından iki uzmanın görüşlerinden faydalanılmıştır. Uyarlanan ölçek maddelerinin matematik öğretmen adayları tarafından anlaşılır bulunup bulunmadığını test edebilmek adına farklı sınıf seviyelerinde öğrenim görmekte olan sekiz matematik öğretmen adayı ile grup görüşmesi gerçekleştirilmiştir. Bu aşamalardan sonra son haline gelen ölçek, İlköğretim Matematik Öğretmenliği Programında farklı sınıf seviyelerinde öğrenim görmekte olan 203 matematik öğretmen adayına uygulanmıştır. Elde edilen veriler öncelikle açımlayıcı faktör analizi sonrasında ise doğrulayıcı faktör analizi ile test edilmiştir. Bu analizler Türkçeye uyarlanan ölçeğin orijinaline uygun olarak 3 boyutlu yapıda olduğunu göstermiştir. Betimsel analiz sonuçları çalışmaya katılan öğretmen adaylarının ortalamanın biraz üzerinde matematik öğretmenliği öz-yeterliğine ve matematik eğitimi camiasına aidiyete sahip olduklarını göstermiştir. Ayrıca, öğretmen adaylarının yüksek seviyede matematik öğretmeni olma hevesine sahip oldukları görülmüştür.

Keywords

matematik öğretmen kimliği, ölçek uyarlama, öğretmen adayları

Mathematics Teacher Identity: A Study of Scale Adaptation and Investigation of Pre-service Teachers’ Mathematics Teacher Identity

Abstract

In this study, the Teacher of Mathematics Identity Scale (ToMI) in mathematics education literature was adapted to Turkish, and validity and reliability evidence for the adapted scale were presented. The original scale is a 7-point Likert-type scale with 3 dimensions. There are 5 items in each dimension and 15 items total. The opinions of two experts in mathematics education were used in the scale adaptation process. To test whether the items of the adapted scale were found comprehensible by pre-service mathematics teachers, a group interview was conducted with eight pre-service mathematics teachers studying at different grade levels. After these stages, the finalized scale was applied to 203 pre-service mathematics teachers studying at different grade levels in the Elementary Mathematics Education Teaching Program. The obtained data were first tested by exploratory factor analysis and then by confirmatory factor analysis. Analyses revealed that the adapted scale has the same 3 factor structure as the original scale. In addition, the descriptive analysis results showed that the participant pre-service teachers had a slightly above average level of self-efficacy in mathematics teaching, belonging to the mathematics education community, and a high level of enthusiasm to be a mathematics teacher.

Keywords

teacher of mathematics identity, scale adaptation, preservice teachers

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