Öğretmen Adayları İçin Öğretmenlik Alan Bilgisi Testine Yönelik Tutum Ölçeği Geliştirme Çalışması

Yıl 2024, Cilt: 18 Sayı: 1, 175 - 190, 29.06.2024

Fahrettin Aşıcı

https://doi.org/10.17522/balikesirnef.1390464

Öz

Eğitim-öğretim ortamının temel faktörlerinden biri olan öğretmenlerin, seçimi de oldukça önemlidir. Ülkemizde öğretmen istihdamı “Kamu Personeli Seçme Sınavı” doğrultusunda yapılmaktadır. 2013 yılına kadar “Genel Kültür”, “Genel Yetenek” ve “Eğitim Bilimleri” testleri ile öğretmen yeterliliklerini ölçen KPSS modelinde, 2013 yılından itibaren “Öğretmenlik Alan Bilgisi Testi” de bazı branşlarda uygulanmaya başlanmıştır. Bu çalışmanın amacı, öğretmen adaylarının ÖABT’ye yönelik tutumlarını belirlemeye yönelik ölçme aracı geliştirmektir. Geliştirilen ölçeğin geçerliği ve güvenirliğini test etmek için 291 öğretmen adayına uygulama yapılmıştır. Yapı geçerliğine kanıt toplamak amacıyla “Açımlayıcı Faktör Analizi (AFA)” ve “Doğrulayıcı Faktör Analizi (DFA)” yapılmıştır. Yapılan analizler sonucunda ölçeğin 15 madde ve üç faktörlü bir yapıya sahip olduğu ve ölçeğin toplam varyansın % 59.309’unu açıkladığı saptanmıştır. Ölçeğin güvenirliğini belirlemek amacıyla ayrıca Cronbach-Alpha iç tutarlılık katsayısı hesaplanmıştır. Cronbach-Alpha iç tutarlılık katsayısının ölçeğin tamamı için .894, her bir faktör için ise .700 ile .883 arasında olduğu görülmüştür. Yapılan doğrulayıcı faktör analizi ile de üç faktörlü yapı doğrulanmıştır. Bu bağlamda elde edilen bulgular ölçeğin, öğretmen adaylarının ÖABT’ye yönelik tutumlarını geçerli ve güvenilir bir şekilde ölçtüğünü göstermektedir.

Anahtar Kelimeler

Öğretmenlik alan bilgisi testi, öğretmen adayı, ölçek geliştirme, tutum

Preservice Teachers' Attitudes Toward Teacher Field Knowledge Test: Scale Development Study

Öz

Selecting teachers is a crucial aspect of the educational environment. Teacher employment in our country is carried out in line with the “Public Personnel Selection Exam (PPSE)”. Until 2013, in the PPSE model, which measures teacher competencies with “General Culture”, “General Ability” and “Educational Sciences” tests, the "Teacher Field Knowledge Test (TFKT)" has started to be applied in some branches since 2013. This study aims to develop a measurement tool to determine the attitudes of preservice teachers to TFKT. The scale was applied to 291 teacher candidates to test its validity and reliability. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used to gather evidence regarding construct validity. As a result of the analysis, it was found that the scale had a structure with 15 items and three factors and that the scale explained 59.309 % of the total variance. To determine the reliability of the scale, the Cronbach-Alpha internal consistency coefficient was calculated, and it was found that the Cronbach-Alpha internal consistency coefficient was .894 for the test and between .700 and .883 for each factor. With the confirmatory factor analysis, the three-factor structure was verified. In this context, the findings show that the scale measures pre-service teachers' attitudes towards TFKT in a valid and reliable way.

Anahtar Kelimeler

Teacher field knowledge test, preservice teacher, scale development, attitude

Kaynakça

• Atav, E., & Sönmez, S. (2013). The views of teacher candidates about public personnel selection examination (PPSE). Hacettepe University Journal of Education, Special Issue, 01-13. https://www.researchgate.net/publication/292539426_The_Views_of_Teacher_Candidates_about_Public_Personnel_Selection_Examination_PPSE
• Bartlett, M. S. (1950). Tests of significance in factor analysis. British Journal of Statistical Psychology, 3(2), 77-85. https://doi.org/10.1111/j.2044-8317.1950.tb00285.x
• Baştürk, R. (2007). Investigation of appointing teachers employed in the public education institutions in Turkey. Hacettepe University Journal of Education, 33, 33-40. https://dergipark.org.tr/en/pub/hunefd/issue/7805/102338
• Centre for Assessment, Selection and Placement (OSYM) (2012). Kamu personeli seçme sınavı (KPSS) kılavuzu .OSYM. https://www.osym.gov.tr/Eklenti/1667,2012kpsslisanskilavuz-942012pdf.pdf?0
• Centre for Assessment, Selection and Placement (OSYM) (2013). Kamu personeli seçme sınavı (KPSS) lisans kılavuzu. OSYM. https://www.trthaber.com/dosyalar/files/2013-KPSS%20KILAVUZU%206_5_2013.pdf
• Çelik, İ. (2016). Evaluation of preschool teachers’ and teacher candidates’ opinions on the exam of teaching field. Journal of EKEV Academy, (67), 163-186. https://dergipark.org.tr/tr/pub/sosekev/issue/71351/1147068
• Demir, S. B., & Bütüner, K. (2014). Investigation of the opinions of pre-service social studies teachers regarding the field test. Mersin University Journal of the Faculty of Education, 10(2), 113-128. https://doi.org/10.17860/efd.79620
• Dere, İ., & Demirci, E. (2022). Experiences of takers of PPSE social studies teaching field knowledge test. Western Anatolia Journal of Educational Sciences, 13(1), 716-733. https://doi.org/10.51460/baebd.1016412
• Deryakulu, D. (2011). Examination of PPSE educational sciences questions in terms of instructional technology-related sub-competencies and performance indicators of generic teacher competencies. Educational Technology Theory and Practice, 1(1), 1-23. https://dergipark.org.tr/tr/download/article-file/71830
• DeVellis, R. (2003). Scale development: theory and applications (2nd ed.). Sage.
• Epçaçan, C. (2016). The opinions of candidate teachers about KPSS and the branch test. Journal of Turkish Studies, 11(3), 1065-1090. http://dx.doi.org/10.7827/TurkishStudies.9390
• Eraslan, L. (2006). Öğretmenlik mesleğine girişte kamu personeli seçme sınavı (KPSS) yönteminin değerlendirilmesi. International Journal of Human Sciences, 8(1), 1-31. https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/167
• Floyd, F. J., & Widaman, K. F. (1995). Factor analysis in the development and refinement of clinical assessment instruments. Psychological Assessment, 7(3), 286-299. http://dx.doi.org/10.1037/1040-3590.7.3.286
• Gündoğdu, K., Çimen, N., & Turan, S. (2008). Perceptions of prospective teachers in relation to civil servant selection exam (KPSS). Kırşehir Education Faculty Journal, 9(2), 35-43. https://dergipark.org.tr/tr/download/article-file/1495029
• Howard, M. C. (2016). A review of exploratory factor analysis decisions and overview of current practices: What we are doing and how can we improve?. International Journal of Human-Computer Interaction, 32(1), 51-62. https://doi.org/10.1080/10447318.2015.1087664
• Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36. https://doi.org/10.1007/BF02291575.
• Keçeli, V. (2007). The relationship between misconception and error with attitude in complex number (Publication No. 216164) [Master’s thesis, Hacettepe University]. Council of Higher Education Thesis Center.
• Ministry of National Education (MoNE) (2017). Öğretmenlik mesleği genel yeterlikleri. https://oygm.meb.gov.tr/dosyalar/StPrg/Ogretmenlik_Meslegi_Genel_Yeterlikleri.pdf
• Nunnally, J. C. (1978). Psychometric testing (2nd ed.). McGraw-Hill.
• Odabaş, S. (2010). Examination of prospective teachers' perceptions of KPSS (Ankara sample) (Publication No.273073) [Master’s thesis, Sakarya University]. Council of Higher Education Thesis Center.
• Recepoğlu E., Akgün K., & Aksu, S. (2016). Opinions of prospective preschool teachers regarding the public personnel selection examination (PPSE) field test. Kastamonu Education Journal, 24(5), 2537- 2548. https://dergipark.org.tr/en/pub/kefdergi/issue/27735/318053
• Şahin, Ç., & Demir, F. (2016). Turkish language teacher candidates’ perception towards teaching knowledge test. Journal of Theory and Practice in Education, 12(4), 979-992. https://dergipark.org.tr/tr/download/article-file/225171
• Şahin, Ç., Kızılaslan Tunçer, B., & Arcan, H. C. (2017). Opinions of pre-school education teacher candidates’ regarding the pre-school teacher education field exam. The Journal of International Education Science, (12), 318-332. http://dx.doi.org/10.16991/INESJOURNAL.1456
• Tabachnick, B. G., & Fidell, L. S. (2015). Using multivariate statistics (M. Baloğlu, Trans. Ed.). Nobel.
• Tavşancıl, E. (2006). Tutumların ölçülmesi ve SPSS ile veri analizi (3rd ed.). Nobel.
• Tavşancıl, E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi (5th ed.). Nobel.
• Tösten, R. (2011). The point of views of primary education teachers on the civil servant selection examination (KPSS): The case of Kars City (Publication no.302971) [Master’s thesis, Kafkas University]. Council of Higher Education Thesis Center.
• Tösten, R., Elçiçek, Z., & Kılıç, M. (2012). The point of views of primary education teachers on the civil servant selection examination (KPSS): The case of Kars City. Dicle University Journal of Social Sciences Institute, (7), 109-123. https://dergipark.org.tr/en/download/article-file/1716208
• Uyulgan, M. A., & Akkuzu, N. (2015). Qualified teacher selection from the perspectives of pre-service teachers: The situation of students majored in the department of secondary science and mathematics education. Kastamonu Education Journal, 23(3), 917-940. https://dergipark.org.tr/en/pub/kefdergi/issue/22598/241405
• Yağcı, E., & Kurşunlu, E. (2017). Examination of teacher candidates’ opinions on the public personnel selection examination (KPSS) and the adequacy of their professional education. International Journal of Curriculum and Instructional Studies, 7(14), 1-14. https://www.ijocis.com/index.php/ijocis/article/view/115/92
• Yılmaz, M., Laçinbay, K., Elmas, H., & Yağcı, N. (2018). The visual arts teacher's needs to teacher's knowledge test for employing teachers and perception scale development study for PPSE. e-Kafkas Journal of Educational, 5(2), 40-49. https://doi.org/10.30900/kafkasegt.435702
• Yılmaz, M., & Yaşar, Z. (2016). Perceptions of teacher candidates for public personnel selection examination. Bartın University Journal of Faculty of Education, 5(2), 644- 651. https://doi.org/10.14686/buefad.v5i2.5000190982