Öğretmen Adaylarına Yönelik Sınıf Ortamı Algıları Ölçeğinin Geliştirilmesi

Yıl 2019, , 771 - 800, 01.12.2019

Melike Ozüdoğru , Meral Aksu

https://doi.org/10.30964/auebfd.487734

Cited By: 1

Öz

Bu
araştırmanın amacı, öğretmen adaylarının psikososyal öğrenme ortamına ilişkin
algılarını değerlendirmek için bir sınıf ortamı algıları ölçeği geliştirmektir.
Bu çalışmada öncelikle psikososyal öğrenme ortamı araçları ile ilgili kapsamlı
bir alanyazın taraması yapılmıştır. Ölçek, yapılandırmacılık, çevre uyum kuramı
ile Fraser ve meslektaşlarının çalışmalarına uygun olarak geliştirilmiştir.
Öğretmen Adaylarının Sınıf Ortamı Algıları Ölçeği'nin pilot formu, Moos’un
(1974) ilişki, kişisel gelişim ile sistem bakım ve sistem değişimi boyutlarına
uygun olarak 60 maddeyi içermiştir. 2016-2017 öğretim yılı bahar döneminde,
açımlayıcı faktör analizi (AFA) için 520 öğretmen adayı ve 2017-2018
eğitim-öğretim yılı güz döneminde, doğrulayıcı faktör analizi (DFA) için 280
ikinci sınıf öğretmen adayı çalışmaya katılmıştır. AFA, Temel Eksen Faktörler
Analizi ve promax rotasyon tekniği kullanılarak gerçekleştirilmiştir. Ölçeğin
faktör yapısı DFA ile doğrulanmıştır. Modifikasyonlardan sonra, kabul
edilebilir model uyum indeksleri elde edilmiştir. Faktörlerin güvenirlik
katsayısı .72 ve .85 arasında değişmektedir. Son olarak, geçerliği ve
güvenirliği çalışılarak ölçeğin, 38 maddeden oluşan, 5'li likert tipinde
Memnuniyet, İşbirliği, Katılım, Görev Yönelimi, Öğrenci Bağlılığı ve Zorluk
olmak üzere altı alt-ölçekten oluştuğu belirlenmiştir.

Anahtar Kelimeler

Sınıf ortamı, faktör analizi, ölçek geliştirme, öğretmen adayları, psikososyal öğrenme ortamı

The Development of Classroom Environment Perceptions Scale for Pre-Service Teachers

Öz

The purpose of this research study was to
develop a classroom environment instrument for assessing pre-service teachers’ classroom
environment perceptions and investigate its validity and reliability. In this
study, the instrument was developed according to constructivism, environment
congruence theory and also the studies of Fraser and his colleagues. The pilot
form of Classroom Environment Perceptions Scale of Pre-Service Teachers
(CEPSPT) consisted of 60 items. It included Moos’ (1974) three dimensions of
classroom environments. For the exploratory factor analysis (EFA) 520
pre-service teachers and for the confirmatory factor analysis (CFA) 280
pre-service teachers participated in the study. By implementing EFA and CFA,
the factor structure of CEPSPT was confirmed. The internal consistency of
sub-scales changed from .72 to .85. As a result, the CEPSPT included 38 items
and consisted of six sub-scales.

Anahtar Kelimeler

Classroom environment, factor analysis, pre-service teachers, psychosocial learning environment, scale development

Kaynakça

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