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Sınıf Öğretmeninin Mesleki Kimliğinin Sosyal Bağlam Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışmaları

Year 2019, Volume 9, Issue 3, 437 - 455, 30.09.2019

Abstract

Öğretmenlerin kendilerine ilişkin öğretmen algıları, yaşadıkları sosyal bağlamdan etkilenir. Sınıf öğretmeninin mesleki kimliğinin sosyal bağlamını; öğretmenin sınıf içi öğretim sürecindeki etkileşimleri, sınıf içindeki hedefleri, öğretmen kimliğine etki eden dışsal faktörler, öğretmenlik yaşantısında karşılaşılan sorunlar, sınıf öğretmenliğini tanımlama oluşturmaktadır. Öğretmenin sosyal bağlamdaki görüntüleri, topluluk içindeki katılımı, paylaşımı, etkileşimi, sınıf içi uygulamada edindiği deneyimleri, öğretmenin sahip olduğu inançları, değerleri kimlik sürecini şekillendiren ana öğelerdir. Bu çalışmanın amacı sınıf öğretmenlerinin mesleki kimliklerinin sosyal bağlamlarında bulunan karakteristik yapıları belirlemede kullanabilecek geçerli ve güvenilir bir ölçme aracı geliştirmektir. Bu amaçla geliştirilen ölçeğin geçerlik ve güvenirlik çalışmalarında Çanakkale ilinde (merkez ve ilçeler dahil) görev yapan  sınıf öğretmenleri (f=381) örneklemi üzerinden ölçeğin açımlayıcı faktör analizi (AFA) yapılmıştır. Ölçekte yer alan maddelerin faktör yükleri  .331 ile .842 arasında değişmektedir. AFA’dan elde edilen veriler ile, ölçeğin beş faktörlü yapıda olduğunu toplam varyansın  % 45.655’ ini açıkladığı görülmüştür. Ölçeğin bütünü için hesaplanan Cronbach Alpha güvenirlik katsayısı 0.72’dir. Ölçeğin doğrulayıcı faktör analizi (DFA) analizleri Çanakkale ilinde (merkez ve ilçeler dahil) görev yapan sınıf öğretmenleri (f=447) örneklemi üzerinden yapılmıştır. Yapılan DFA sonucunda ki-kare uyum indeksi değerinin serbestlik derecesine oranının (x2/sd =3,32) olduğu görülmektedir. Bu değerin 5’den küçük olması modelin kabul edilebilir olduğunu göstermektedir. Yapılan DFA da ulaşılan değerler (RMSEA= 0.072) dikkate alındığında modelin iyi uyum verdiği söylenebilir. Modelde GFI=.82, AGFI=.79 CFI= .89 ve NFI= .88 olması uyum iyiliği değerlerinin kabul edilebilir değer aralığında olduğu sonucuna ulaşılmıştır. Sınıf Öğretmeninin Mesleki Kimliğinin Sosyal  Bağlam Ölçeği (SÖMKSBÖ) beş faktörlü, 5’li likert olarak derecelendirilmiş 29 maddelik olup geçerliği ve güvenirliği test edilmiştir.

References

  • Alsup, J. (2006). Teacher Identity Discourse: Negotiating Personal and Professional Spaces.
  • Anderson, J.C., & Gerbing, D. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-173.
  • 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
  • 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
  • Brown, J. J. (2006). The teacher-self: The role of identity in teaching (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Byrne, B. M. (2001). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applicaitons, and programming. Mahwah, NJ:Erlbaum.
  • 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
  • Castañeda F. (2011).“Teacher Identity Constructıon: Exploring the Nature of Becoming a Primary School Language Teacher. (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Chan, K.-W. (2005). In-service teachers’ perceptions of teaching as a career-Motives and commitment in teaching. Paper presented at the International Education Research
  • Clarke, J. and Newman, J. (1997) ‘Teachers’ Professional Identity: Competing Discourses, Competing Outcomes,’ Journal of Educational Policy, Vol. 16, No.2, pp. 149-151.
  • Cohen, J., L., (2010). Getting recognized: Teachers negotiation professional identities as learners through talk. Teaching and Teacher Education, 26, 473-481.
  • Cole, D.A. (1987); Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55, 1019-1031.
  • Cornett, J. W. (1990). “Teacher Thinking about Curriculum and Instruction: A Case Study of a Secondary Social Studies Teacher.” Theory & Research in Social Education 18: 248–273.
  • Çokluk, Ö., Şekercioğlu, Ö. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik spss ve lisrel uygulamaları. Ankara: Pegem Akademi
  • Dale, C. M. (1999). Teacher identity: Its formation and reformation across the lifespan (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses
  • Danielewicz, J. (2001). Teaching selves: Identity, Pedagogy and Teacher Education. Albany, NY, State University of New York Press.
  • Danielewicz, J. (2001). Teaching selves: Identity, Pedagogy and Teacher Education. Albany, NY, State University of New York Press.
  • Dilci, T., Gür, T. (2013). Sinif Ogretmenligi Ogrencilerinin Profesyonel Kimliklerinin Soylem Çozumlemesi Yontemiyle Belirlenmesi. Karadeniz Dergi, 4(16), 122-132.
  • Flores, M. A. & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232.
  • Flores, M. A. & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232.Gatbonton, E. 1999. “Investigating Experienced ESL Teachers’ Pedagogical Knowledge.” The Modern Language Journal 83: 35–50.
  • He, Y., and B. B. Levin. 2008. “Match or Mismatch: How Congruent Are the Beliefs of Teacher Candidate, Teacher Educators, and Cooperating Teachers?” Teacher Education Quarterly 35 (4): 37–55.
  • Hsieh B. (2010). Exploring the Complexity of Teacher Professional Identity, Dissertation for the Degree of Doctor of Philosophy, University of California, Berkeley, CA
  • Hung, H.-T.(2008). Teacher learning: Reflective practice as a site of engagement for professional identity construction. US-China Education Review, 5(5) 39-49.
  • Isbell, D. C.(2006). Socialization and occupational identity among preservice music teachers enrolled in traditional baccalaureate degree programs (Doctoral dissertation).
  • Johnson, K. A. (2003). Every experience is a moving force‖: Identity and growth through mentoring. Teaching and Teacher Education, 19, 787–800.
  • Jones-Walker, C. (2008). (Co)constructing identities in urban classrooms (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses. Kalaycı,Ş. (2009) SPSS Uygulamalı Çok Değişkenli İstatistik Teknikler, 4. Baskı, Ankara: Asil Yayın Dağıtım
  • 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.
  • Levitt, D. O. (2007). Teacher identity and small school reform (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses. (AAT 3293493)
  • Marcos, J., Sanchex, E., & Tillema, H. (2008). Teachers reflecting on their work: articulation what is said about what is done. Teachers and Teaching: Theory and Practice, 14(2), 95-114.
  • Miller, S. J. (2005). Geographically 'meaned' pre-service secondary language arts student teacher identities (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Mitchell, J., and P. Marland. 1989. “Research on Teacher Thinking: The Next Phase.” Teaching and Teacher Education 5: 115–128.
  • Moallem, M. 1998. “An Expert Teacher’s Thinking and Teaching and Instructional Design Models and Principles: An Ethnographic Study.” Educational Technology Research and Development 46: 65–78.
  • 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.
  • Reio, T. G. J. (2005). Emotions as a lens to explore teacher identity and change: A commentary. Teaching & Teacher Education, 21(8), 985-993.
  • Richards, K. (2006). Being the teacher: Identity and classroom conversation. Applied linguistics. no: 27(1), pp. 51-77. Schegloff
  • Schermelleh-Engel, Moosbrugger, H. ve Müler, H. (2003). Evaluatingthe fit of structural equation models: tests of significanceand descriptive goodness-of-fit measures. Methods of PsychologicalResearch Online, 8(2), 23-74.
  • Schon, D. (1983) The Reflective Practitioner. San Francisco, CA: Jossey-Bass
  • Straub, J. (2003). Personal and collective identity: A conceptual analysis. In H.Fries (Ed.), Identities: Time, difference, and boundaries (pp.56-76). New York, NY: Berghahn Books Inc.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
  • Tatto, M. T., & Senk, S. (2011). The Mathematics Education of Future Primary and Seconday
  • Tavşancıl, E. (2009). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın Dağıtım Teacher Education 6: 93–109.
  • Ten Dam, G. T. M., & Blom, S. (2006). Learning through participation. The potential of school-based teacher education for developing a professional identity. Teaching and Teacher Education, 22, 647-660.
  • 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.
  • 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.
  • Wılkıns, C., Busher, H., Mohamed, C., Smıth, J. And Kakos, M., 2012. Crossing Borders: New Teachers Co-Constructing Professional Identity in Performative Times Professional Development in Education. 38(1), 65-77
  • 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. (2005). Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching & Teacher Education, 21(8), 935-948.

Year 2019, Volume 9, Issue 3, 437 - 455, 30.09.2019

Abstract

References

  • Alsup, J. (2006). Teacher Identity Discourse: Negotiating Personal and Professional Spaces.
  • Anderson, J.C., & Gerbing, D. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-173.
  • 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
  • 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
  • Brown, J. J. (2006). The teacher-self: The role of identity in teaching (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Byrne, B. M. (2001). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applicaitons, and programming. Mahwah, NJ:Erlbaum.
  • 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
  • Castañeda F. (2011).“Teacher Identity Constructıon: Exploring the Nature of Becoming a Primary School Language Teacher. (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Chan, K.-W. (2005). In-service teachers’ perceptions of teaching as a career-Motives and commitment in teaching. Paper presented at the International Education Research
  • Clarke, J. and Newman, J. (1997) ‘Teachers’ Professional Identity: Competing Discourses, Competing Outcomes,’ Journal of Educational Policy, Vol. 16, No.2, pp. 149-151.
  • Cohen, J., L., (2010). Getting recognized: Teachers negotiation professional identities as learners through talk. Teaching and Teacher Education, 26, 473-481.
  • Cole, D.A. (1987); Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55, 1019-1031.
  • Cornett, J. W. (1990). “Teacher Thinking about Curriculum and Instruction: A Case Study of a Secondary Social Studies Teacher.” Theory & Research in Social Education 18: 248–273.
  • Çokluk, Ö., Şekercioğlu, Ö. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik spss ve lisrel uygulamaları. Ankara: Pegem Akademi
  • Dale, C. M. (1999). Teacher identity: Its formation and reformation across the lifespan (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses
  • Danielewicz, J. (2001). Teaching selves: Identity, Pedagogy and Teacher Education. Albany, NY, State University of New York Press.
  • Danielewicz, J. (2001). Teaching selves: Identity, Pedagogy and Teacher Education. Albany, NY, State University of New York Press.
  • Dilci, T., Gür, T. (2013). Sinif Ogretmenligi Ogrencilerinin Profesyonel Kimliklerinin Soylem Çozumlemesi Yontemiyle Belirlenmesi. Karadeniz Dergi, 4(16), 122-132.
  • Flores, M. A. & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232.
  • Flores, M. A. & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232.Gatbonton, E. 1999. “Investigating Experienced ESL Teachers’ Pedagogical Knowledge.” The Modern Language Journal 83: 35–50.
  • He, Y., and B. B. Levin. 2008. “Match or Mismatch: How Congruent Are the Beliefs of Teacher Candidate, Teacher Educators, and Cooperating Teachers?” Teacher Education Quarterly 35 (4): 37–55.
  • Hsieh B. (2010). Exploring the Complexity of Teacher Professional Identity, Dissertation for the Degree of Doctor of Philosophy, University of California, Berkeley, CA
  • Hung, H.-T.(2008). Teacher learning: Reflective practice as a site of engagement for professional identity construction. US-China Education Review, 5(5) 39-49.
  • Isbell, D. C.(2006). Socialization and occupational identity among preservice music teachers enrolled in traditional baccalaureate degree programs (Doctoral dissertation).
  • Johnson, K. A. (2003). Every experience is a moving force‖: Identity and growth through mentoring. Teaching and Teacher Education, 19, 787–800.
  • Jones-Walker, C. (2008). (Co)constructing identities in urban classrooms (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses. Kalaycı,Ş. (2009) SPSS Uygulamalı Çok Değişkenli İstatistik Teknikler, 4. Baskı, Ankara: Asil Yayın Dağıtım
  • 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.
  • Levitt, D. O. (2007). Teacher identity and small school reform (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses. (AAT 3293493)
  • Marcos, J., Sanchex, E., & Tillema, H. (2008). Teachers reflecting on their work: articulation what is said about what is done. Teachers and Teaching: Theory and Practice, 14(2), 95-114.
  • Miller, S. J. (2005). Geographically 'meaned' pre-service secondary language arts student teacher identities (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
  • Mitchell, J., and P. Marland. 1989. “Research on Teacher Thinking: The Next Phase.” Teaching and Teacher Education 5: 115–128.
  • Moallem, M. 1998. “An Expert Teacher’s Thinking and Teaching and Instructional Design Models and Principles: An Ethnographic Study.” Educational Technology Research and Development 46: 65–78.
  • 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.
  • Reio, T. G. J. (2005). Emotions as a lens to explore teacher identity and change: A commentary. Teaching & Teacher Education, 21(8), 985-993.
  • Richards, K. (2006). Being the teacher: Identity and classroom conversation. Applied linguistics. no: 27(1), pp. 51-77. Schegloff
  • Schermelleh-Engel, Moosbrugger, H. ve Müler, H. (2003). Evaluatingthe fit of structural equation models: tests of significanceand descriptive goodness-of-fit measures. Methods of PsychologicalResearch Online, 8(2), 23-74.
  • Schon, D. (1983) The Reflective Practitioner. San Francisco, CA: Jossey-Bass
  • Straub, J. (2003). Personal and collective identity: A conceptual analysis. In H.Fries (Ed.), Identities: Time, difference, and boundaries (pp.56-76). New York, NY: Berghahn Books Inc.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
  • Tatto, M. T., & Senk, S. (2011). The Mathematics Education of Future Primary and Seconday
  • Tavşancıl, E. (2009). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın Dağıtım Teacher Education 6: 93–109.
  • Ten Dam, G. T. M., & Blom, S. (2006). Learning through participation. The potential of school-based teacher education for developing a professional identity. Teaching and Teacher Education, 22, 647-660.
  • 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.
  • 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.
  • Wılkıns, C., Busher, H., Mohamed, C., Smıth, J. And Kakos, M., 2012. Crossing Borders: New Teachers Co-Constructing Professional Identity in Performative Times Professional Development in Education. 38(1), 65-77
  • 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. (2005). Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching & Teacher Education, 21(8), 935-948.

Details

Primary Language Turkish
Subjects Education, Scientific Disciplines
Journal Section Articles
Authors

Derya GİRGİN (Primary Author)
Çanakkale Onsekiz Mart Üniversitesi Eğitim Fakültesi Özel Eğitim Bölümü
0000-0002-6114-7925
Türkiye


Çavuş ŞAHİN
ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ
0000-0002-4250-9898
Türkiye

Supporting Institution Çanakkale Onsekiz Mart Üniversitesi Bilimsel Araştırma Projeleri Birimi
Project Number SDK-2015-509
Publication Date September 30, 2019
Published in Issue Year 2019, Volume 9, Issue 3

Cite

APA Girgin, D. & Şahin, Ç. (2019). Sınıf Öğretmeninin Mesleki Kimliğinin Sosyal Bağlam Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışmaları . Trakya Eğitim Dergisi , 9 (3) , 437-455 . Retrieved from https://dergipark.org.tr/en/pub/tred/issue/49145/455730