Öğretmen Adaylarına Yönelik Sınıf Ortamı Algıları Ölçeğinin Geliştirilmesi

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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