Turkish Adaptation Study of the Global Competence Scale

Year 2021, Volume: 18 Issue: 42, 5542 - 5576, 13.10.2021

Cansu Karaca Akarsu , Murat Özdemir

https://doi.org/10.26466/opus.861584

Cited By: 1

Abstract

This study aims to adapt the Global Competence Scale developed by Brantley-Todd (2017) to Turkish culture and to test the validity and reliability of the scale based on teacher data. Survey design was used in the research. In this direction, descriptive method was applied and quantitative research tech-niques were used. Research data were obtained from teachers working in the central districts of Ankara in the second term of the 2019-2020 academic year. The study was carried out in two stages with two different study groups. The pilot study, which is the first phase, was carried out with a total of 200 teachers working in public and private secondary education institutions in Ankara. In the second phase which is the main implementation, the study was carried out with 406 teachers working in public secondary education institutions in nine central districts of Ankara. Validity and reliability studies were carried out after the data sets belonging to the Scale were examined for their suitability to analysis in terms of various assumptions. In the pilot phase of the study, the validity of the Scale was tested by exploratory factor analysis (EFA). As a result of EFA analysis, the 4-factor structure of the scale named as communication skills, open-mindedness, self-knowledge and problem solving styles was confirmed. Then, in the main application, the construct validity of the Scale was tested by confirmatory factor analysis (CFA). The reliability of Scale was evaluated by calculating Cronbach's Alpha coefficient. As a result of the analysis, it was concluded that the 32-item Global Competence Scale, which was determi-ned to comply with the theoretical foundations, was a valid and reliable measurement tool in line with the teachers' opinions.

Keywords

Global Education, Global Competence, Global Competency, Global Awareness, Scale Adaptation

Küresel Yetkinlik Ölçeğinin Türkçe Uyarlama Çalışması

Abstract

Bu araştırmada Brantley-Todd (2017) tarafından geliştirilen ‘Küresel Yetkinlik Ölçeği-KYÖ’nn Türk kültürüne uyarlanması ve öğretmen verisine dayalı olarak ölçeğin geçerlik ve güvenirliğini test etmek amaçlanmıştır. Araştırmada tarama deseni kullanılmıştır. Bu doğrultuda, betimsel yöntem uygulanmış ve nicel araştırma tekniklerinden yararlanılmıştır. Araştırma verileri 2019-2020 eğitim-öğretim yılının ikinci döneminde Ankara ili merkez ilçelerinde çalışmakta olan öğretmenlerden elde edilmiştir. Bu araştırma iki farklı çalışma grubu ile iki aşamada gerçekleştirilmiştir. İlk aşama olan pilot çalışma Ankara ilinde kamu ve özel ortaöğretim kurumlarında görev yapmakta olan toplam 200 öğretmenle yürütülmüştür. İkinci aşama olan ana uygulamada ise Ankara ili dokuz merkez ilçesindeki kamu ortaöğretim kurumlarında görev yapmakta olan 406 öğretmenle, çalışma yürütülmüştür. KYÖ’ye ait veri setleri çeşitli varsayımlar açısından analize uygunluğu incelendikten sonra geçerlik ve güvenirlik çalışmaları gerçekleştirilmiştir. Çalışmanın pilot aşamasında ölçeğin geçerliği açımlayıcı faktör analizi (AFA) ile test edilmiştir. AFA analizi sonucunda ölçeğin, iletişim becerileri, açık fikirlilik, kendilik bilgisi ve problem çözme stilleri olarak isimlendirilen 4 faktörlü yapısı doğrulanmıştır. Ardından ana uygulamada KYÖ’nün yapı geçerliği için doğrulayıcı faktör analizi (DFA) uygulanmıştır. KYÖ’nün güvenirliği ise Cronbach’s Alfa katsayısı hesaplanarak değerlendirilmiştir. Analizler sonucunda kuramsal temellerle uyum gösterdiği tespit edilen 32 maddelik KYÖ’nün öğretmen görüşleri doğrultusunda geçerli ve güvenilir bir ölçme aracı olduğu sonucuna ulaşılmıştır.

Keywords

Küresel Eğitim, Küresel Yetkinlik, Küresel Yeterlilik, Küresel Farkındalık, Ölçek Uyarlama

References

• Adler, N.J. and Bartholomew, S. (1992). Managing globally competent people. The Executive, 6, 52-65. https://doi.org/10.5465/ame.1992.4274189.
• American Council on Education (ACE). Commission on International Education. (1998). Educating for global competence: America's passport to the future. The Council. https://files.eric.ed.gov/fulltext/ED421940.pdf 18.06.2020.
• Baumgartner, H. and Homburg, C. (1996). Applications of structural equation modeling in marketing and consumer research: A review. International Journal of Research in Marketing, 13(2), 139-161. https://doi.org/10.1016/0167-8116(95)00038-0.
• Balcı, A. (2005). Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler. Ankara:Pegem.
• Barrett, M., Byram, M., Lázár, I., Mompoint-Gaillard, P. and S. Philippou (2013), Developing intercultural competence through education. Council of Europe Publishing.https://rm.coe.int/developing-intercultural-enfr/16808ce258 20.06.2020.
• Bennett, M. J. (2004). Becoming interculturally competent. Wurzel, J. (Ed.) Toward multiculturalism: A reader in multicultural education (2.nd ed. s.62-77). Newton. MA: Intercultural Resource Corporation. https://www.uua.org/sites/live-new.uua.org/files/becoming_interculturally_competent_3.pdf 10.05.2020.
• Bentler, P.M. (1980). Multivariate analysis with latent variables: Causal modeling. Annual Review of Psychology, 31, 419-456. https://doi.org/10.1146/annurev.ps.31.020180.002223.
• Boix-Mansilla, V. and Jackson, A. (2011). Educating for global competence: Learning redefined for an ınterconnected world. Asia Society. https://asiasociety.org/files/chapter2.pdf 13.04.2020.
• Boix-Mansilla, V. and Jackson, A. (2012). Educating for global competence: Preparing our youth to engage the world. Council of Chief State School Officers https://doi.org/10.13140/2.1.3845.1529.
• Brantley-Todd, K. (2017). Global competence survey development. (Doctoral dissertation). University of Kentucky. Theses and Dissertations--Education Science. 29. http://uknowledge.uky.edu/edsc_etds/29 02.02.2020.
• Brown, T.A. (2006). Confirmatory factor analysis for applied research. New York: Guilford.
• Buckingham, D. (2007). Digital Media Literacies: rethinking media education in the age of the internet. Research in Comparative and International Education, 2(1), 43-55. https://doi.org/10.2304%2Frcie.2007.2.1.43.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2013). Bilimsel araştırma yöntemleri (14. bs.). Ankara:Pegem.
• Büyüköztürk, Ş. (2020). Sosyal ilimler için veri analizi kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (27.bs). Ankara: Pegem.
• Council of Europe (2016). Competences for democratic culture: Living together as equals in culturally diverse democratic societies. Strasbourg: Council of Europe. https://rm.coe.int/16806ccc07 15.04.2020
• Council on International Educational Exchange (CIEE). (1993). Educating for global competence: The report of the Advisory Council for International Educational Exchange. The Council. https://files.eric.ed.gov/fulltext/ED368275.pdf 15.04.2020.
• Çokluk, Ö., Şekercioğlu, G., Büyüköztürk, Ş. (2018). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Ankara: Pegem.
• Darling-Hammond, L. (2010). America’s commitment to equity will determine our future. Phi Delta Kappan, 9(14), 8-14. https://doi.org/10.1177%2F003172171009100403.
• Felch, C. (2016). Preparing the next generation of global leaders: How principals in international studies high schools promote global competence (Order No. 10195984). ProQuest Dissertations & Theses Global. (1868504912). https://search.proquest.com/dissertations-theses/preparing-next-generation-global-leaders-how/docview/1868504912/se-2?accountid=11248 06.03.2020.
• Fennes, H., K. Hapgood (1997). Intercultural learning in the classroom: crossing borders. London: Cassell.
• Friedman, T. L. (2005). It's a flat world, after all. The New York Times, 3, 33-37. https://www.nytimes.com/2005/04/03/magazine/its-a-flat-world-after-all.html 02.09.2020
• Gaudelli, W. and Fernekes, W. R. (2004). Teaching about global human rights for global citizenship. The Social Studies, 95(1), 16-26. https://doi.org/10.3200/TSSS.95.1.16-26.
• George, D., Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference 11.0 update (4th ed.). Boston: Allyn & Bacon.
• Global partnership. (2019). The GPE Results report. https://www.globalpartnership.org/content/results-report-2019 20.04.2020.
• Hanvey, R.G., (1976). An attainable global perspective. Center for War/Peace Studies. https://eric.ed.gov/?id=ED116993 28.08.2020.
• Hersi, A. A. (2010). Darling-Hammond: The flat world and education: How America’s commitment to equity will determine our future. Journal of Educational Change, 11, 291–295 https://doi.org/10.1007/s10833-010-9137-7.
• Holton, R. (2000). Globalization's cultural consequences. The Annals of the American Academy of Political and Social Science, 570(1), 140-152. https://doi.org/10.1177%2F000271620057000111.
• Hunter, B., White, G. P. and Godbey, G. (2006). What does it mean to be globally competent? Journal of Studies in International Education, 10(3), 267-285. https://doi.org/10.1177%2F1028315306286930.
• International Baccalaureate Organization (IBO). (2012). IB Answers. What is international mindedness? https://ibanswers.ibo.org/app/answers/detail/a_id/3341/~/what-isinternational-mindedness%3F on October 24, 2012 20.04.2020.
• Jöreskog, K. G. and Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software International.
• Kagan, S.L. and Stewart, V. (2004a). International education in the schools: The state of the field. Phi Delta Kappan, 86(3), 229–241. https://doi.org/10.1177%2F003172170408600312.
• Kagan, S.L. and Stewart, V. (2004b). Putting the world into world-class education: Introduction.Phi Delta Kappan, 86(3), 195–196. https://doi.org/10.1177%2F003172170408600305.
• Kalaycı, Ş. (2005). SPSS Uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil Yayın Dağıtım.
• Kellner, D. and J. Share (2005). Toward Critical Media Literacy: Core concepts, debates, organizations, and policy. Discourse Studies in the Cultural Politics of Education, 26(3), 369-386. https://doi.org/10.1080/01596300500200169.
• Kline, R. B. (2005). Principles and practice of structural equation modeling. New York: Guilford.
• Mansilla, V. B. and Gardner, H. (2007). From teaching globalization to nurturing global consciousness. Suárez-Orozco (Ed), Learning in the global era: ınternational perspectives on globalization and education (s. 58). University of California Press.
• Organisation for Economic Co-operation and Development (OECD). (2018). Preparing our youth to an inclusive and sustainable world. The OECD PISA Global Competence Framework. https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf 10.03.2020.
• Organisation for Economic Co-operation and Development (OECD). (2018a). World Class- How to build a 21st- century school system, strong gerformers and successful reformers in education. Paris: OECD Puplishing.
• O’Loughlin, E., Wegimont, L. (Ed.) (2002). Global education in Europe to 2015: Strategy, policies and perspectives. https://rm.coe.int/168070f089 01.06.2020.
• Özdamar, K. (2002). Paket programlarda istatistiksel veri analizi-1 (4. bs). Kaan Kitabevi.
• Patton, M.Q. (2005). Qualitative research. New York: John Wiley and Sons.
• Pituch, K. A. and Stevens, J. P. (2016). Applied multivariate statistics for the social sciences: Analyses with SAS and IBM’s SPSS (6th ed.). Routledge.
• Reimers, F. (2009). Global competency is imperative for global success. Chronicle of Higher Education, 55(21), A29. https://www.chronicle.com/article/global-competency-is-imperative-for-global-success/ 14.02.2020.
• Schumacher, R. and Lomax, R. (2004). A beginner’s guide to structual equation modelling. London: Lawrence Erlbaum Associates.
• Sinicrope, C., Norris, J. and Watanabe, Y. (2007). Understanding and assessing intercultural competence: A summary of theory, research, and practice (technical report for the foreign language program evaluation project). University of Hawai'I Second Langauge Studies Paper, 26(1), 1-58.
• Schleicher, A. (2017, Aralık). Educating our youth to care about each other and the world. https://oecdedutoday.com/educating-our-youth-to-care-about-each-other-and-the-world/ 12.06.2020.
• Stewart, V. (2005). A world transformed: How other countries are preparing students for the interconnected world of the 21st century. Phi Delta Kappan, 87(3), 229–232 https://doi.org/10.1177%2F003172170508700316.
• Sümer, N. (2000). Yapisal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar [Structural equation modeling: Basic concepts and applications]. Türk Psikoloji Yazilari, 3(6), 49–74.
• Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenirlik ve geçerlik. Seçkin.
• Tabachnick, B. G. and Fidell, L. S. (2012). Using multivariate statistics (6th ed.). Boston: Allyn & Bacon.
• Terzi, Y. (2017). Güvenirlik analizi ders notları. Ondokuz Mayıs Üniversitesi, Fen-Edebiyat Fakültesi, İstatistik Bölümü. http://ist.fef.omu.edu.tr/tr/hakkimizda/ders-notlari/GA-2017y.pdf 10.10..2020.
• United Nations Educational Scientific and Cultural Organization (UNESCO) (2014). Global Citizenship Education: Preparing learners for the challenges of the 21st century. http://www.unesco.org/open-access/terms-use-ccbysa-en 15.05.2020.
• United Nations Educational Scientific and Cultural Organization (UNESCO). (2015). Global citizienship education: Topics and learning objectives. https://unesdoc.unesco.org/ark:/48223/pf0000232993 15.05.2020.
• Van Roekel, D. (2010). Global competence is a 21st century imperative. http://www.nea.org/assets/docs/HE/PB28A_Global_Competence11.pdf 03.06.2020.
• Villereal, A. N. (2009). "Attaining Global Perspective: Preparing Undergraduate Students for an Interdependent World". Applied Research Projects, Texas State University-San Marcos.Paper 295. http://ecommons.txstate.edu/arp/295 12.08.2020.
• Wagner, T. (2008). The global achievement gap: Why even our best schools do not teach the new survival skills our children need, and what we can do about it. New York: Basic Books.