Okul Öncesi Öğretmenlerinin Yer Temelli Eğitim Konusunda Özyeterlikleri Ölçek Geliştirme Çalışması

Yıl 2025, Sayı: 65, 3078 - 3101, 30.09.2025

Nazlı Sıla Öner , Gül Dalgar

https://doi.org/10.53444/deubefd.1607604

Öz

Bu çalışma, okul öncesi öğretmenlerinin yer temelli eğitim konusundaki özyeterliklerini ölçmek için bir ölçek geliştirmeyi amaçlamaktadır. Yer temelli eğitim, yerel çevre ve toplumu öğrenme süreçlerine dahil eden, uygulamalı ve deneyimsel bir pedagojidir. Bu ölçeğin geliştirilmesi için alanyazın taraması yapılmış, 41 maddeden oluşan bir madde havuzu oluşturulmuş ve uzman görüşleri alınmıştır. Lawshe tekniği ile kapsam geçerlik analizi yapılarak 25 maddelik nihai bir ölçek elde edilmiştir. Ölçeğin geçerlilik ve güvenirliği, açıklayıcı ve doğrulayıcı faktör analizleriyle test edilmiştir. Sonuçlar, ölçeğin altı faktörden oluştuğunu ve öğretmenlerin yer temelli eğitim konusundaki yeterliliklerini değerlendirmek için güvenilir ve geçerli bir araç olduğunu göstermektedir. Eğitim düzeyi, ölçek puanlarında anlamlı farklılıklar yaratırken, mesleki kıdem ve çalışılan kurum türü anlamlı bir farklılık yaratmamıştır.

Anahtar Kelimeler

Yer Temelli Eğitim , Okul Öncesi Öğretmenleri , Özyeterlik , Ölçek Geliştirme

A Scale Development Study on Preschool Teachers' Self-Efficacy in Place-Based Education

Öz

This study aims to develop a scale to measure preschool teachers' self-efficacy in place-based education. Place-based education is an applied and experiential pedagogy that integrates local environments and communities into learning processes. A literature review was conducted, resulting in a pool of 41 items, which were reviewed by experts. Content validity analysis using the Lawshe technique refined the scale to 25 items. The validity and reliability of the scale were tested through exploratory and confirmatory factor analyses. The results indicate that the scale consists of six factors and serves as a reliable and valid tool for assessing teachers' competencies in place-based education. While education level significantly affected scale scores, no significant differences were found based on professional experience or the type of institution.

Anahtar Kelimeler

Place-Based Education , Preschool Teachers , Self-Efficacy

Kaynakça

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