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Digital Instructional Material Development Competency Scale for Pre-Service Teachers

Yıl 2026, Cilt: 16 Sayı: 1 , 143 - 168 , 28.03.2026

Canan Çolak Yakar

https://doi.org/10.18039/ajesi.1790059
https://izlik.org/JA25UX64MT

Öz

Abstract While extant studies on digital competence have yielded insights into contemporary digital competencies, the need for operational definitions remains paramount to assess both teacher candidates' awareness and capacity, as well as the efficacy of pedagogical practices in this domain. Therefore, the objective of this study is to develop a valid and reliable scale to measure Digital Instructional Material Development Competence (DIMDC). Therefore, the objective of this study was to develop a valid and reliable scale to measure DIMDC. To this end, a literature review was conducted, expert opinion was sought, and a 32-item item pool was created. The form created using this item pool was administered to 252 teacher candidates. The data were then subjected to exploratory factor analysis (EFA), a statistical method for identifying underlying structures in complex datasets. This analysis yielded a scale form comprising 16 items and 3 factors, accounting for 70.72% of the observed variance. The aforementioned factors were designated technopedagogical competence, design competence, and technical competence. The data was collected separately from 348 teacher candidates for confirmatory factor analysis (CFA). The goodness-of-fit indices of the model, as confirmed by CFA, were found to be within the established measurement ranges. Convergent, discriminant validity, and composite reliability coefficient values were calculated for all sub-factors of the scale based on the findings of the CFA. Additionally, Cronbach’s alpha reliability coefficient was determined to be .94 for both the EFA and CFA groups. The findings related to the validity and reliability of the scale indicate that it is a valid and reliable instrument for assessing teacher candidates' DTMDC.

Anahtar Kelimeler

Digital Instructional Material Pre-service teachers scale

Etik Beyan

The ethics committee document required for the data collection phase of the research was obtained from the Ethics Committee for Social Sciences, Natural Sciences, and Engineering Research at Giresun University with decision number 05/297 dated May 7, 2025.

Destekleyen Kurum

This study was not funded by any institution or organization.

Teşekkür

I would like to thank all teacher candidates who voluntarily participated in this study.

Kaynakça

  • Abedi, E. A. (2024). Tensions between technology integration practices of teachers and ICT in education policy expectations: implications for change in teacher knowledge, beliefs and teaching practices. Journal of computers in education, 11(4), 1215-1234. https://doi.org/10.1007/s40692-023-00296-6
  • Ala-Mutka, K., Punie, Y., & Redecker, C. (2008). Digital competence for lifelong learning. Institute for Prospective Technological Studies (IPTS), European Commission, Joint Research Centre. Technical Note: JRC, 48708, 271-282. https://www.researchgate.net/profile/Christine- Redecker/publication/256460657_Digital_Competence_for_Lifelong_Learning_Policy_Brief/links/02e7e522ddd89ec5a9000000/Digital-Competence-for-Lifelong-Learning-Policy-Brief.pdf?utm_medium=email&utm_source=transaction
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  • Arık Güngör, B., Metin, M., & Saraçoğlu, S. (2025). Digital Competencies Scale for Teachers: A validity and reliability study. International Journal of Technology in Education and Science (IJTES), 9(3), 374-396. https://doi.org/10.46328/ijtes.629
  • Aslan, M., ve Erbenzer, E. (2023). Öğretmenlerin dijital öğretim materyali geliştirme öz-yeterlik algıları ölçeği geliştirme çalışması. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 10(2), 226-237. https://doi.org/10.21666/muefd.1173260
  • Browne, M. W. & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21 (2), 230-258.
  • Büyüköztürk, S, Çakmak, E. K., Akgün, ÖE, Karadeniz, S, ve Demirel, F. (2014). Bilimsel araştırma yöntemleri. Ankara: Pegem.
  • Byrne, B.M. (2016). Structural equation modeling with AMOS: Basic concepts, applications and programming (3rd Edition). New York: Routledge
  • Calero-Plaza, J., González-García, R. J., & Fernández-Piqueras, R. (2025). Validation of a scale to measure digital competence in the elderly population. International Journal of Instruction, 18(1), 77-94.
  • Crompton, H. (2023). Evidence of the ISTE Standards for Educators leading to learning gains, Journal of Digital Learning in Teacher Education, 39(4), 201-219, DOI: 10.1080/21532974.2023.2244089
  • Çebi, A., Özdemir, T. B., Reisoğlu, İ., & Çolak, C. (2022). From digital competences to technology integration: Re-formation of pre-service teachers’ knowledge and understanding. International Journal of Educational Research, 113, 101965. https://doi.org/10.1016/j.ijer.2022.101965
  • Çebi, A., & Reisoğlu, İ. (2020). Digital competence: A study from the perspective of pre-service teachers in Turkey. J. New Approaches Educ. Res. 9, 294–308 https://doi.org/10.7821/naer.2020.7.583
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik SPSS ve Lisrel Uygulamaları (3. baskı). PegemAkademi: Ankara.
  • DeVellis, R.F. (2012). Scale Development: Theory and applications (3rd edition). Sage Publications, California.
  • Drotner, K. (2020). Children’s digital content creation: Towards a processual understanding of media production among Danish children. Journal of Children and Media, 14(2), 221-236. https://doi.org/10.1080/17482798.2019.1701056
  • Ergül, D. Y., & Taşar, M. F. (2023). Development and validation of the teachers’ digital competence scale (TDiCoS). Journal of Learning and Teaching in Digital Age, 8(1), 148-160. https://doi.org/10.53850/joltida.1204358
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  • Galindo-Domínguez, H., & Bezanilla, M. J. (2021). Digital competence in the training of pre-service teachers: Perceptions of students in the degrees of early childhood education and primary education. Journal of Digital Learning in Teacher Education, 37(4), 262-278. https://doi.org/10.1080/21532974.2021.1934757
  • Gangmei, N., & Thomas, K. A. (2025). Teachers’ technology proficiency for quality learning and teaching—A scoping review. International Journal of Educational Reform, 1-23. https://doi.org/10.1177/10567879251316213
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Öğretmen Adayları için Dijital Öğretim Materyali Geliştirme Yeterliği Ölçeği

Yıl 2026, Cilt: 16 Sayı: 1 , 143 - 168 , 28.03.2026

Canan Çolak Yakar

https://doi.org/10.18039/ajesi.1790059
https://izlik.org/JA25UX64MT

Öz

Öz Dijital yeterlik konusundaki çalışmalar güncel dijital yeterlikler hakkında bilgi verse de hem öğretmen adaylarının farkındalık ve kapasitelerini hem de bu konudaki öğretim uygulamalarının etkililiğini belirlemek amacıyla operasyonel tanımlamaya ihtiyaç vardır. Dolayısıyla bu çalışmada, Dijital Öğretim Materyali Geliştirme Yeterliği (DÖMGeY) ölçmek amacıyla geçerliği ve güvenirliği test edilip sağlanmış bir ölçek geliştirmek amaçlanmıştır. Bu amaç doğrultusunda bir literatür taraması yapılmış, uzman görüşüne başvurulmuş ve 32 maddelik madde havuzu oluşturulmuştur. Bu madde havuzu kullanılarak oluşturulan form, 252 öğretmen adayına uygulanmıştır. Bu veriler açımlayıcı faktör analizi (AFA) ile çözümlenmiş ve varyansın %70,72’sini açıklayan 16 madde ve 3 faktörden oluşan ölçek formuna ulaşılmıştır. Bu faktörler teknopedagojik yeterlik, tasarımsal yeterlik ve teknik yeterlik olmak üzere isimlendirilmiştir. Doğrulayıcı faktör analizi (DFA) için 348 öğretmen adayından ayrı zamanda veri toplanmıştır. DFA ile doğrulanan modelin uyum iyiliği indeksleri ise iyi ve kabul edilebilir ölçüm aralıklarında olduğu tespit edilmiştir. DFA bulgularıyla ölçeğin tüm alt faktörleri için yakınsak, ıraksak geçerlik ve birleştirici güvenirlik katsayı değerleri hesaplanmıştır. Ayrıca Cronbach alfa güvenirlik katsayısı AFA ve DFA grubu için .94 olarak bulunmuştur. Tüm bu geçerlik ve güvenirlikle ilgili bulgular ölçeğin öğretmen adaylarının DÖMGeY’lerini belirlemede güvenilir ve geçerli olduğunu kanıtlamaktadır.

Anahtar Kelimeler

Dijital öğretim materyali Öğretmen adayları Ölçek

Etik Beyan

Araştırmanın veri toplama aşaması için gerekli olan etik kurul belgesi Giresun Üniversitesi Sosyal Bilimler Fen ve Mühendislik Bilimleri Araştırmaları Etik Kurulu tarafından 07.05.2025 tarihli 05/297 sayılı kararla alınmıştır.

Destekleyen Kurum

Bu çalışma herhangi bir kurum ve kuruluş tarafından fonlanmamıştır.

Teşekkür

Bu çalışmaya gönüllü katılım gösteren tüm öğretmen adaylarına teşekkür ederim.

Kaynakça

  • Abedi, E. A. (2024). Tensions between technology integration practices of teachers and ICT in education policy expectations: implications for change in teacher knowledge, beliefs and teaching practices. Journal of computers in education, 11(4), 1215-1234. https://doi.org/10.1007/s40692-023-00296-6
  • Ala-Mutka, K., Punie, Y., & Redecker, C. (2008). Digital competence for lifelong learning. Institute for Prospective Technological Studies (IPTS), European Commission, Joint Research Centre. Technical Note: JRC, 48708, 271-282. https://www.researchgate.net/profile/Christine- Redecker/publication/256460657_Digital_Competence_for_Lifelong_Learning_Policy_Brief/links/02e7e522ddd89ec5a9000000/Digital-Competence-for-Lifelong-Learning-Policy-Brief.pdf?utm_medium=email&utm_source=transaction
  • Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.). New York: Macmillan.
  • Arık Güngör, B., Metin, M., & Saraçoğlu, S. (2025). Digital Competencies Scale for Teachers: A validity and reliability study. International Journal of Technology in Education and Science (IJTES), 9(3), 374-396. https://doi.org/10.46328/ijtes.629
  • Aslan, M., ve Erbenzer, E. (2023). Öğretmenlerin dijital öğretim materyali geliştirme öz-yeterlik algıları ölçeği geliştirme çalışması. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 10(2), 226-237. https://doi.org/10.21666/muefd.1173260
  • Browne, M. W. & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21 (2), 230-258.
  • Büyüköztürk, S, Çakmak, E. K., Akgün, ÖE, Karadeniz, S, ve Demirel, F. (2014). Bilimsel araştırma yöntemleri. Ankara: Pegem.
  • Byrne, B.M. (2016). Structural equation modeling with AMOS: Basic concepts, applications and programming (3rd Edition). New York: Routledge
  • Calero-Plaza, J., González-García, R. J., & Fernández-Piqueras, R. (2025). Validation of a scale to measure digital competence in the elderly population. International Journal of Instruction, 18(1), 77-94.
  • Crompton, H. (2023). Evidence of the ISTE Standards for Educators leading to learning gains, Journal of Digital Learning in Teacher Education, 39(4), 201-219, DOI: 10.1080/21532974.2023.2244089
  • Çebi, A., Özdemir, T. B., Reisoğlu, İ., & Çolak, C. (2022). From digital competences to technology integration: Re-formation of pre-service teachers’ knowledge and understanding. International Journal of Educational Research, 113, 101965. https://doi.org/10.1016/j.ijer.2022.101965
  • Çebi, A., & Reisoğlu, İ. (2020). Digital competence: A study from the perspective of pre-service teachers in Turkey. J. New Approaches Educ. Res. 9, 294–308 https://doi.org/10.7821/naer.2020.7.583
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik SPSS ve Lisrel Uygulamaları (3. baskı). PegemAkademi: Ankara.
  • DeVellis, R.F. (2012). Scale Development: Theory and applications (3rd edition). Sage Publications, California.
  • Drotner, K. (2020). Children’s digital content creation: Towards a processual understanding of media production among Danish children. Journal of Children and Media, 14(2), 221-236. https://doi.org/10.1080/17482798.2019.1701056
  • Ergül, D. Y., & Taşar, M. F. (2023). Development and validation of the teachers’ digital competence scale (TDiCoS). Journal of Learning and Teaching in Digital Age, 8(1), 148-160. https://doi.org/10.53850/joltida.1204358
  • Ferrari, A., Punie, Y. & Brečko B.N. (2013, April). DIGCOMP: A framework for developing and understanding digital competence in Europe. ISBN 978-92-79-31465-0 (pdf) doi:10.2788/52966
  • Field, A. (2009). Discovering statistics using SPSS for Windows (3rd edition). London: Sage.
  • Fornell, C. & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 39-50.
  • Galindo-Domínguez, H., & Bezanilla, M. J. (2021). Digital competence in the training of pre-service teachers: Perceptions of students in the degrees of early childhood education and primary education. Journal of Digital Learning in Teacher Education, 37(4), 262-278. https://doi.org/10.1080/21532974.2021.1934757
  • Gangmei, N., & Thomas, K. A. (2025). Teachers’ technology proficiency for quality learning and teaching—A scoping review. International Journal of Educational Reform, 1-23. https://doi.org/10.1177/10567879251316213
  • Gao, C., Li, Z., & Zheng, L. (2024). Develop and validate a scale to measure primary and secondary teachers’ digital teaching competence. Education and Information Technologies, 29(9), 10763-10789. https://doi-org/10.1007/s10639-023-12228-z
  • Göçen Kabaran, G., ve Uşun, S. (2021). Dijital materyal tasarımı yeterlikleri ölçeği (DMTYÖ): Bir ölçek geliştirme çalışması. Eğitim Teknolojisi Kuram Ve Uygulama, 11(2), 281-307. https://doi.org/10.17943/etku.864296
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  • Haşlaman, T., Atman Uslu, N., & Mumcu, F. (2024). Development and in-depth investigation of pre-service teachers' digital competencies based on DigCompEdu: a case study. Qual Quant 58, 961–986. https://doi.org/10.1007/s11135-023-01674-z
  • Henson, R. K. & Roberts, J. K. (2006). Use of exploratory factor analysis in published research common errors and some comment on improved practice. Educational and Psychological Measurement, 66 (3), 393-416.
  • Hoyle, R.H. (1995). Structural equation modeling: Concepts, issues, and applications. London: Sage Publications.
  • Hu, L. T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6 (1), 1-55.
  • Ilomäki, L., Kantosalo, A., & Lakkala, M. (2011). What is digital competence. Linked portal, 1-12. https://digitalcompetenceforum.wordpress.com/wp- content/uploads/2011/05/digital_competence_definition1.pdf
  • İhtiyaroğlu, N., ve Ulucan, Ö. (2022). Öğretmen adaylarının bilgi, medya ve teknoloji becerileri ile uzaktan eğitime yönelik görüşleri arasındaki ilişkinin incelenmesi. Milli Eğitim Dergisi, 51(235), 2559-2580. https://doi.org/10.37669/milliegitim.893659
  • Karacan, C. G., & Can, T. (2025). Assessing teacher digital competences in pre-service language teachers: Adaptation and validation of the DigCompEdu scale. Journal of Research on Technology in Education, 1-19. https://doi.org/10.1080/15391523.2025.2504354
  • Kline, R. B. (2015). Principals and practice of structural equation modeling (5th edition). New York: The Guilford Press.
  • Korkmaz, Ö., Arıkaya, C., ve Altıntaş, Y. (2019). Öğretmenlerin dijital öğretim materyali geliştirme öz-yeterlik ölçeğinin geliştirilmesi çalışması. Turkish Journal of Primary Education, 4(2), 40-56.
  • Kuhn, C., Depré, K., Zlatkin-Troitschanskaia, O., & Reichert-Schlax, J. (2025). Using digital tools in teacher education for fostering instructional competence among (pre-service) teachers. Zeitschrift für Erziehungswissenschaft, 1-23. https://doi.org/10.1007/s11618-025-01326-y
  • Lee, L., Chen, D. T., Li, J. Y., & Lin, T. B. (2015). Understanding new media literacy: The development of a measuring instrument. Computers & Education, 85, 84-93. https://doi-org/10.1016/j.compedu.2015.02.006
  • Li, X., & Hu, R. (2020). Developing and validating the digital skills scale for school children (DSS-SC). Information, Communication & Society, 25(10), 1365–1382. https://doi.org/10.1080/1369118X.2020.1864002
  • Liaquat, F., & Farooq, M. S. (2025). Development and Validation of a Digital Competence Scale for Teachers at Higher Education level. Academy of Education and Social Sciences Review, 5(3), 348-358. https://doi.org/10.5281/zenodo.16884042
  • Limbong, E., & Wadham, B. (2024). Exploring pre-service English teachers’ digital competence in creating interactive instructional materials. Studies in English Language and Education, 11(2), 748-767. https://doi.org/10.24815/siele.v11i2.35103
  • Lucas, M., Borthwick, K., & Mattar, J. (2024). Validating the DigCompEdu Check-In instrument across countries. Journal of Science Education and Technology, 33(4), 905–922.
  • Lynn, M. R. (1986). Determination and quantification of content validity. Nursing research, 35(6), 382-386.
  • Marsh, H. W., & Hocevar, D. (1985). Application of confirmatory factor analysis to the study of self-concept: First- and higher-order factor models and their invariance across groups. Psychological Bulletin, 97, 562-582. https://doi.org/10.1037/0033-2909.97.3.562
  • Mattar, J., Ramos, D. K., & Lucas, M. R. (2022). DigComp-based digital competence assessment tools: Literature review and instrument analysis. Education and Information Technologies, 27(8), 10843-10867. https://doi-org/10.1007/s10639-022-11034-3
  • McGarr, O., & McDonagh, A. (2019). Digital competence in teacher education, Output 1 of the Erasmus+ funded Developing Student Teachers’ Digital Competence (DiCTE). https://bit.ly/2K923ix
  • Mejías-Acosta, A., D'Armas Regnault, M., Vargas-Cano, E., Cárdenas-Cobo, J., & Vidal-Silva, C. (2024, December). Assessment of digital competencies in higher education students: development and validation of a measurement scale. In Frontiers in Education (Vol. 9, p. 1497376). Frontiers Media SA. https://doi.org/10.3389/feduc.2024.1497376
  • Milfont, T. L., & Fischer, R. (2010). Testing measurement invariance across groups: Applications in cross-cultural research. International Journal of psychological research, 3(1), 111-130.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi-org.offcampus.anadolu.edu.tr/10.1111/j.1467-9620.2006.00684.x
  • Müller, W., Grassinger, R., Schnebel, S., Stratmann, J., Weitzel, H., Aumann, A., ... & Widmann, J. (2021). Integration of Digital Competences into a Teacher Education Program: A Sensitive Approach. In Proceedings of the 13th International Conference on Computer Supported Education (CSEDU 2021)-1, 232-242, DOI: 10.5220/0010527202320242
  • Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (McGraw-Hill series in psychology) (3rd Edition). New York: McGraw-Hill.
  • Paetsch, J., & Drechsel, B. (2021). Factors influencing pre-service teachers' intention to use digital learning materials: a study conducted during the COVID-19 pandemic in Germany. Frontiers in psychology, 12, 733830. https://doi.org/10.3389/fpsyg.2021.733830
  • Park, F., ve Ocak, G. (2022). Ortaokul öğretmenleri dijital içerik hazırlama özyeterlilik ölçeği geliştirme çalışması. Turkish Journal of Primary Education, 7(1), 1-24. https://doi.org/10.52797/tujped.1068712
  • Rahimi, A.R., Mosalli, Z. (2025). The role of 21-century digital competence in shaping pre-service language teachers’ 21-century digital skills: the Partial Least Square Modeling Approach (PLS-SEM). J. Comput. Educ. 12, 165–189. https://doi.org/10.1007/s40692-023-00307-6
  • Redecker, C. (2017). DigCompEdu. Beurteilung der Digitalen Kompetenz Lehrende. https://joint-research-centre.ec.europa.eu/system/files/2018-11/digcompeduorg-en-2018-11_a4new.pdf
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Sergeeva, O. V., Zheltukhina, M. R., Sizova, Z. M., Ishmuradova, A. M., Khlusyanov, O. V., & Kalashnikova, E. P. (2024). Exploring pre-service teachers’ ICT competence beliefs. Contemporary Educational Technology, 16(2), ep500. https://doi.org/10.30935/cedtech/14331
  • Sjöberg, J., & Lilja, P. (2019). University teachers’ ambivalence about the digital transformation of higher education. International Journal of Learning, Teaching and Educational Research, 18(13), 133-149. https://doi.org/10.26803/ijlter.18.13.7
  • Soriano-Alcantara, J. M., Guillén-Gámez, F. D., & Ruiz-Palmero, J. (2025). Exploring digital competencies: validation and reliability of an instrument for the educational community and for all educational stages. Technology, Knowledge and Learning, 30(1), 307-326. https://doi.org/10.1007/s10758-024-09741-6
  • Stevens, J. P. (2002). Applied multivariate statistics for the social sciences (4th Edition). Erlbaum.
  • Tabachnick, B. G. & Fidell, L. S. (2012). Using multivariate statistics (6th edition). New Jersey: Pearson.
  • Tekin, A., & Polat, E. (2016). A scale for e-content preparation skills: development, validity and reliability. Eurasian Journal of Educational Research, 16(62).
  • Tomczyk, Ł., Fedeli, L., Włoch, A., Limone, P., Frania, M., Guarini, P., ... & Falkowska, J. (2023). Digital competences of pre-service teachers in Italy and Poland. Technology, Knowledge and Learning, 28(2), 651-681. https://doi.org/10.1007/s10758-022-09626-6
  • Tømte, C., Enochsson, A. B., Buskqvist, U., & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84, 26-35. http://dx.doi.org/10.1016/j.compedu.2015.01.005
  • Tondeur, J., Aesaert, K., Pynoo, B., Van Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462-472. https://doi.org/10.1111/bjet.12380
  • Tondeur, J., Pareja Roblin, N., Van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in education: Ready for take-off?. Technology, Pedagogy and Education, 26(2), 157-177. http://dx.doi.org/10.1080/1475939X.2016.1193556
  • Vuorikari, R., Pokropek, A., & Castaño-Muñoz, J. (2025). Compact tools to measure digital competence: Mini-21 and Nano-6 scales. Journal of Science Education and Technology, 34(2), 221–240.
  • Vuorikari, R., Pokropek, A., & Muñoz, J. C. (2025). Enhancing digital skills assessment: introducing compact tools for measuring digital competence. Technology, Knowledge and Learning, 1-28. https://doi.org/10.1007/s10758-025-09825-x
  • Wang, X., Wang, Z., Wang, Q., Chen, W., & Pi, Z. (2021). Supporting digitally enhanced learning through measurement in higher education: Development and validation of a university students' digital competence scale. Journal of Computer Assisted Learning, 37(4), 1063-1076. https://doi-org/10.1111/jcal.12546
  • Wheaton, B., Muthen, B., Alwin, D. F., & Summers, G. F. (1977). Assessing reliability and stability in panel models. Sociological Methodology, 8, 84-136. https://www.jstor.org/stable/270754
  • Worthington, R.L., & Whittaker, T.A. (2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34, 806-838.
  • Yang, J., Tlili, A., Huang, R., Zhuang, R., & Bhagat, K. K. (2021). Development and validation of a digital learning competence scale: A comprehensive review. Sustainability, 13(10), 5593. https://doi.org/10.3390/su13105593 Yılmaz Ergül, D., & Taşar, M. F. (2023). Development and validation of the Teachers’ Digital Competence Scale (TDiCoS). Journal of Learning and Teaching in Digital Age, 8(1), 148-160. https://doi.org/10.53850/joltida.1204358
Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Öğretim Teknolojileri
Bölüm Araştırma Makalesi
Yazarlar

Canan Çolak Yakar 0000-0003-4760-6387

Gönderilme Tarihi 24 Eylül 2025
Kabul Tarihi 9 Ocak 2026
Yayımlanma Tarihi 28 Mart 2026
DOI https://doi.org/10.18039/ajesi.1790059
IZ https://izlik.org/JA25UX64MT
Yayımlandığı Sayı Yıl 2026 Cilt: 16 Sayı: 1

Kaynak Göster

APA Çolak Yakar, C. (2026). Öğretmen Adayları için Dijital Öğretim Materyali Geliştirme Yeterliği Ölçeği. Anadolu Journal of Educational Sciences International, 16(1), 143-168. https://doi.org/10.18039/ajesi.1790059
AMA 1.Çolak Yakar C. Öğretmen Adayları için Dijital Öğretim Materyali Geliştirme Yeterliği Ölçeği. AJESI. 2026;16(1):143-168. doi:10.18039/ajesi.1790059
Chicago Çolak Yakar, Canan. 2026. “Öğretmen Adayları için Dijital Öğretim Materyali Geliştirme Yeterliği Ölçeği”. Anadolu Journal of Educational Sciences International 16 (1): 143-68. https://doi.org/10.18039/ajesi.1790059.
EndNote Çolak Yakar C (01 Mart 2026) Öğretmen Adayları için Dijital Öğretim Materyali Geliştirme Yeterliği Ölçeği. Anadolu Journal of Educational Sciences International 16 1 143–168.
IEEE [1]C. Çolak Yakar, “Öğretmen Adayları için Dijital Öğretim Materyali Geliştirme Yeterliği Ölçeği”, AJESI, c. 16, sy 1, ss. 143–168, Mar. 2026, doi: 10.18039/ajesi.1790059.
ISNAD Çolak Yakar, Canan. “Öğretmen Adayları için Dijital Öğretim Materyali Geliştirme Yeterliği Ölçeği”. Anadolu Journal of Educational Sciences International 16/1 (01 Mart 2026): 143-168. https://doi.org/10.18039/ajesi.1790059.
JAMA 1.Çolak Yakar C. Öğretmen Adayları için Dijital Öğretim Materyali Geliştirme Yeterliği Ölçeği. AJESI. 2026;16:143–168.
MLA Çolak Yakar, Canan. “Öğretmen Adayları için Dijital Öğretim Materyali Geliştirme Yeterliği Ölçeği”. Anadolu Journal of Educational Sciences International, c. 16, sy 1, Mart 2026, ss. 143-68, doi:10.18039/ajesi.1790059.
Vancouver 1.Canan Çolak Yakar. Öğretmen Adayları için Dijital Öğretim Materyali Geliştirme Yeterliği Ölçeği. AJESI. 01 Mart 2026;16(1):143-68. doi:10.18039/ajesi.1790059

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