Research Article
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Pedagojik bilgi ve beceri ölçeğinin Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması

Year 2019, Volume: 8 Issue: 1, 52 - 70, 31.01.2019
https://doi.org/10.19128/turje.459678

Abstract

Araştırmada Wong, Chong,
Choy ve Lim (2012) tarafından geliştirilerek, geçerlik ve güvenirlik çalışması
yapılan öğretmen adaylarının Öğretimde Pedagojik Bilgi ve Beceri (ÖPBB)
ölçeğinin Türkçeye uyarlanması amaçlanmıştır. Çalışma grubunu iki farklı devlet
üniversitesinin eğitim fakültesinin son sınıfında öğrenim gören 830 öğretmen
adayı oluşturmuştur.  
Açımlayıcı Faktör
Analizi (AFA), 110 (53,6%)’u kadın ve 95 (46,4 %)’’i erkek olmak üzere toplam
205 öğretmen adayından elde edilen verilerle gerçekleştirilmiştir. Doğrulayıcı
Faktör Analizi (DFA), 330 (52,8 %) ‘u kadın ve 295 (47,2 %)’i erkek toplam 625
öğretmen adayı üzerinde gerçekleştirilmiştir. Dil eşdeğerliğini test etmek için
İngilizce-Türkçe; Türkçe-İngilizce geri çeviriler uygulanmıştır. Yapı geçerliği
kapsamında AFA ve DFA’dan yararlanılmıştır. AFA sonucunda ölçeğin altı boyut ve
37 maddeden oluştuğu tespit edilmiştir. DFA sonucunda AFA’da elde edilen yapı
doğrulanmıştır. Ölçme aracının güvenirliği için Cronbach Alpha güvenirlik
katsayı ölçeğin tümünde 0.94 iken alt boyutlarında 0.70 ile 0.88 arasında
değerler almıştır. Ölçme aracının geçerli ve güvenilir ölçüm yapabilen bir veri
toplama aracı olduğu söylenebilir.

References

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  • Kılıç Çakmak, E., Çebi, A., & Kan, A. (2014). Developing a social presence scale for e learning environments. Educational Sciences: Theory& Practice, 14 (2), 764-768.
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The adaptation of the pedagogical knowledge and skills survey into Turkish: Validity and reliability study

Year 2019, Volume: 8 Issue: 1, 52 - 70, 31.01.2019
https://doi.org/10.19128/turje.459678

Abstract

This research aims to
adapt the Pedagogical Knowledge and Skills in Teaching (PKST) survey developed
by Wong, Chong, Choy and Lim (2012) to Turkish. The participants of the study
are 830 4th year students of education faculty studying at two different public
universities. Explanatory Factor Analysis (EFA) was conducted with total 205
pre-service teachers in which 110 (53. 6%) of female and 95 (46,4 %) of male.
Confirmatory Factor Analysis (CFA) was also carried out with total 625 preservice
teachers in which 330 (52. 8 %) of them are female, 295 (47. 2 %) of them are
male. Back translation was used to ensure language validity. EFA and CFA were
conducted for the construct validity and to ensure psychometric characteristics
of measurement tool. EFA show that survey has six factors and 37 items.
Coefficient was 0.94 for the survey whereas it ranged between 0.70 and 0.88 for
its factors. The analyses and findings show that the survey is a valid and
reliable data collection tool.

References

  • Alkan, S., Korkmaz, E., Korkmaz, C., & Gelici, Ö. (2017). Determination of the relationship between pedagogical field knowledge in teaching mathematics of classroom teacher candidates. Mustafa Kemal University Journal of the Faculty of Education, 1 (1), 15-25.
  • Amosun, M.D., & Kolawole, O. A. (2015). Pedagogical knowledge and skill competencies of pre-school teachers in Ibadan Metropolis, Oyo State, Nigeria. Journal of the International Society for Teacher Education, 19 (2), 6-14.
  • An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school, mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education, 7(2), 145-172.
  • Anderson, L.W. (1988). Attitudes and their measurement. In J. P. Keeves (Ed.), Educational research, methodology and measurement: An international handbook (pp. 885-895). New York: Pergamon Press.
  • Aydeniz, M., & Kirbulut, Z.D. (2014). Exploring challenges of assessing pre-service science teachers’ pedagogical content knowledge (PCK). Asia-Pacific Journal of Teacher Education, 42(2), 147–166. doi.org/10.1080/1359866X.2014.890696
  • Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T. Jordan A et al. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180. doi: 10.3102/0002831209345157.
  • Balçın, M.D., & Ergün, A. (2016). Technological pedagogical content knowledge (TPCK) self-efficacy scale for pre-service science teachers on material development: Development, reliability and validity study. Turkish Journal of Education, 5 (3), 130-143.
  • Brislin, R.W. (1986). The wording and translation of research instrument. In W. J. Lonner & J. W. Berry (Eds.), Field methods in cross-cultural research (pp. 137-164). Beverly Hills, CA: Sage.
  • Bukova-Güzel, E., Cantürk-Günhan, B., Kula, S., Özgür, Z., & Elçi, A.N. (2013). Scale development for pre-service mathematics teachers’ perceptions related to their pedagogical content knowledge. South African Journal of Education, 33 (2), 1-21.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E. Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri (Improved 11. Print). Ankara: Pegem Akademi Publishing.
  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni spss uygulamaları ve yorum (Expanded 20. Print). Ankara: Pegem Akademi Publishing.
  • Byrne, B.M. (2013). Structural equation modeling with Mplus: Basic concepts, applications, and programming. Routledge.
  • Canbazoğlu-Bilici, S., Yamak, H., Kavak, N., & Guzey, S.S. (2013). Technological pedagogical content knowledge self-efficacy scale (TPACK-SeS) for preservice science teachers: Construction, validation and reliability. Eurasian Journal of Educational Research, 52, 37-60.
  • Chong, S., Choy, D., & Wong, F.L. (2008, March). Pedagogical knowledge and skills of pre-service primary school teachers. Paper presented at the AARE Conference, Brisbane, Australia. Retrieved 15 October, 2015, from https://www.aare.edu.au/data/publications/2008/cho08307.pdf
  • Choy, Doris, Sylvia Chong, Angela F. L. Wong, & Isabella Y.-F. Wong. (2011). Beginning Teachers’ Perceptions of Their Levels of Pedagogical Knowledge and Skills: Did They Change since Their Graduation from Initial Teacher Preparation? Asia Pacific Education Review 12 (1), 79–87.
  • Choy, D., Lim, K.M., Chong, S., & Wong, Angela F.L. (2012). A confirmatory factor analytic approach on perceptions of knowledge and Skills in teaching (PKST). Psychological Reports, 110 (2), 589-597. doi.org/10.2466/03.11.PR0.110.2.589-597.
  • Choy, D., Wong Angela, F.L., Lim, K.M., & Chong, S. (2013). Beginning teachers' perceptions of their pedagogical knowledge and skills in teaching: A three-year study. Australian Journal of Teacher Education, 38(5), 68-79. doi.org/10.14221/ajte.2013v38n5.6.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik spss ve lisrel uygulamaları (2. Print). Ankara: Pegem Akademi Publishing.
  • De Vellis, R.F. (2014). Ölçek geliştirme: Kuram ve uygulamalar (Ed. Tarık Totan). Ankara: Nobel Publishing.
  • Erkuş, A. (2014). Psikolojide ölçme ve ölçek geliştirme-I: Temel kavramlar ve işlemler (2. Ed). Ankara: Pegem Publishing.
  • Ferguson, G. A., & Takane, Y. (1989). Statistical analysis in psychology and education (6th ed.). New York: McGraw-Hill.
  • Hill, H.C. (2010). The nature and predictors of elementary teachers’ mathematical knowledge for teaching. Journal for Research in Mathematics Education, 41 (5), 513–545. doi:10.2307/41110412.
  • Hill, H.C., Ball, D.L., & Schilling, S.G. (2008). Unpacking pedagogical content knowledge: conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4),372-400.
  • Hill, H.C., Rowan, B., & Ball, D.L. (2005). Effects of teachers’ mathematical knowledge on student achievement. American Educational Research Journal, 4(2), 371–406. doi: 10.3102/00028312042002371
  • Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural Equation Modelling: Guidelines for Determining Model Fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
  • Jöreskog, K.G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the simple’s command language. Lincolnwood: Scientific Software International, Inc.
  • Kabakçı-Yurdakul, I., Odabaşı, H.F., Kılıçer, K., Coklar, A.N., Birinci, G., & Kurt, A.A. (2012). The development, validity and reliability of TPACK-deep: A Technological Pedagogical Content Knowledge Scale. Computers and Education, 58 (3), 964-977. doi.org/10.1016/j.compedu.2011.10.012.
  • Karasar, N. (2014). Bilimsel araştırma yöntemleri: kavramlar, teknikler ve ilkeler (27. Print). Ankara: Nobel Publishing.
  • Karp, A. (2010). Analyzing and attempting to overcome prospective teachers' difficulties during problem solving instruction. Journal of Mathematics Teacher Education, 13(2), 121-139.
  • Kaya, S., & Dağ, F. (2013). Turkish Adaptation of Technological Pedagogical Content Knowledge Survey for Elementary Teachers. Educational Sciences: Theory & Practice, 13(1), 302-306.
  • Kaya, Z., Kaya, O.N. & Emre, İ. (2013). Adaptation of Technological Pedagogical Content Knowledge Scale to Turkish. Educational Sciences: Theory & Practice, 13 (4), 2367-2375.
  • Kersting, N.B., & Givvin, K.B., Thompson, B.J., Santagata, R., & Stigler, J.W. (2012). Measuring usable knowledge teachers’ analyses of mathematics classroom videos predict teaching quality and student learning. American Educational Research Journal, 49(3), 568–589. doi.org/10.3102/0002831212437853.
  • Kılıç Çakmak, E., Çebi, A., & Kan, A. (2014). Developing a social presence scale for e learning environments. Educational Sciences: Theory& Practice, 14 (2), 764-768.
  • Kleickman, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., Cheo, M., & Baumert, J. (2015). Content Knowledge and Pedagogical Content Knowledge in Taiwanese and German mathematics teachers? Teaching and Teacher Education, 46, 115-126.
  • Kline, R.B. (1994). [Review of Handbook of psychological assessment, Goldstein and Herson (Eds., 1990).] Journal of Psycho Educational Assessment, 12, 180-185.
  • Kline, R.B. (2011). Convergence of structural equation modeling and multilevel modeling. In M. Williams & W. P. Vogt (Eds.), Handbook of methodological innovation in social research methods (pp. 562-589). London: Sage.
  • Koirala, H.P., Davis, M., & Johnson, P. (2008). Development of a performance assessment task and rubric to measure prospective secondary school mathematics teachers’ pedagogical content knowledge and skills. Journal of Mathematics Teacher Education, 11, 127–138.
  • König, J., Blömeke, S., Klein, P., Suhl, U., Busse, A., & Kaiser, G. (2014). Is Teachers' General Pedagogical Knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach. Teaching and Teacher Education, 38, 76-88. doi.org/10.1016/j.tate.2013.11.004.
  • König, J., Blömeke, S., & Kaiser, G. (2015). Early Career Mathematics Teachers’ General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference? International Journal of Science and Mathematics Education, 13; 331-350. https://doi.org/10.1007/s10763-015-9618-5
  • König, J., Blömeke, S., Paine, L., Schmidt, W.H., Hsieh, F.J. (2011). General Pedagogical Knowledge of Future Middle School Teachers: On the Complex Ecology of Teacher Education in the United States, Germany, and Taiwan. Journal of Teacher Education, 62 (2),188-201. doi.org/10.1177/0022487110388664.
  • König, J., Ligtvoet, R., Klemenza, S., & Rothland, M. (2017). Effects of opportunities to learn in teacher preparation on future teachers’ general pedagogical knowledge: Analyzing program characteristics and outcomes. Studies in Educational Evaluation, 53, 122-133. doi.org/10.1016/j.stueduc.2017.03.001.
  • Köse, M., & Selvi, M. (2016). A valid and reliable pedagogical content knowledge scale developing research: Example of cell divisions topic. Electronic Turkish Studies, 11 (9), 559-578. 10.7827/TurkishStudies.9508.
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There are 66 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Articles
Authors

Tuba Gökçek 0000-0003-2923-070X

Aynur Yılmaz 0000-0001-7562-9469

Publication Date January 31, 2019
Acceptance Date January 5, 2019
Published in Issue Year 2019 Volume: 8 Issue: 1

Cite

APA Gökçek, T., & Yılmaz, A. (2019). The adaptation of the pedagogical knowledge and skills survey into Turkish: Validity and reliability study. Turkish Journal of Education, 8(1), 52-70. https://doi.org/10.19128/turje.459678

Turkish Journal of Education is licensed under CC BY-NC 4.0