Beden Eğitimi Öğretmeni Adaylarının Öğretmen Kimliği Ölçeğinin Türk Kültürüne Uyarlanması: Geçerlik ve Güvenilirlik Çalışması

Öz

Bu araştırmanın amacı, orijinal formu Liu ve Keating (2022) tarafından geliştirilen “Beden Eğitimi Öğretmeni Adaylarının Öğretmen Kimliği Ölçeği”ni Türkçe ve Türk kültürüne uyarlamaktır. Araştırmanın çalışma grubunu, 2023-2024 eğitim öğretim yılında Karabük Üniversitesi Hasan Doğan Beden Eğitimi ve Spor Yüksekokulunda öğrenim gören 142’si kadın, 200’ü erkek olmak üzere toplam 342 beden eğitimi öğretmeni adayı oluşturmaktadır. Ölçek çeviri/geri çeviri yöntemi ile Türkçeye çevrilmiş ve tüm maddelerin anlamsal, dilsel ve kültürel eşdeğerlikleri incelenerek dil geçerliği sağlanmıştır. Ölçeğin yapı geçerliğini sağlamak amacıyla açımlayıcı faktör analizi (AFA) yapılmıştır. Ortaya çıkan yapı doğrulayıcı faktör analizi (DFA) ile sınanmış ve doğrulanmıştır. Madde ayırt ediciliğini test etmek amacıyla %27’lik alt-üst grup karşılaştırılması yapılmıştır. Ölçeğin güvenirliğini belirlemek için ise Cronbach’s Alpha güvenirlik katsayıları hesaplanmış ve ölçeğin tamamının .97, alt boyutlarının ise .87 ile .98 aralığında değere sahip olduğu kaydedilmiştir. Mevcut bulgular sonucunda; 17 madde ve 3 alt boyuttan oluşan ölçeğin Türkçe formunun, beden eğitimi ve spor öğretmeni adaylarının öğretmen kimliklerini belirlemede kullanılmak üzere geçerli ve güvenilir bir araç olduğu söylenebilir.

Anahtar Kelimeler

• Beden eğitimi ve spor
• ölçek uyarlama
• öğrenci
• öğretmen kimliği

Adaptation of Preservice Physical Education Teachers’ Teacher Identity Scale to Turkish Culture: Validity and Reliability Study

Öz

The aim of this study is to adapt the "Preservice Physical Education Teachers’ Teacher Identity Scale", the original form of which was developed by Liu and Keating (2022), to Turkish and Turkish culture. The research study group consists of 342 preservice physical education teachers, 142 female and 200 male, studying at Karabük University Hasan Doğan School of Physical Education and Sports in the 2023-2024 academic year. The scale was translated into Turkish by translation/back translation method, and all items' semantic, linguistic, and cultural equivalences were examined. In this context, 48 academicians who are experts in their fields were included in the pilot study for the Turkish version of the scale. Confirmatory factor analysis (CFA) was applied to determine the scale's factor structure. In the AMOS program, the appropriate model was drawn, and the model's suitability was tested for the scale to which CFA was applied. In order to determine the reliability of the scale, Cronbach's Alpha reliability coefficients were calculated. It was noted that all items of the scale had a value in the range of .97, and the sub-dimensions had a value in the range of .87 and .98. As a result of the analysis; it was concluded that the Turkish form of the scale, consisting of 17 items and three sub-dimensions, is a valid and reliable tool to be used to determine the preservice physical education and sports teachers’ teacher identities.

Anahtar Kelimeler

• Physical education and sports
• scale adaptation
• student
• teacher identity

Kaynakça

1. Adams, K., Hean, S., Sturgis, P., & Clark, J. M. (2006). Investigating the factors influencing professional identity of firstyear health and social care students. Learning in Health and Social Care, 5(2), 55–68.
2. Alpar, R. (2012). Spor, Sağlık ve eğitim bilimlerinden örneklerle uygulamalı istatistik ve geçerlilik-güvenirlilik. Ankara: Detay.
3. Andy, F. (2009). Discovering statistics using SPSS for Windows. SEGE Publication.
4. Arpacı, D., & Bardakçı, M. (2015). Meslek öncesi öğretmen kimliği ölçeğinin Türkçe'ye uyarlanması. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 14(3), 687-719.
5. Aydın, F. (2022). Öğretmen kimliğinin oluşmasında hizmet öncesi eğitim ve okul ikliminin rolü [Doktora tezi, Van Yüzüncü Yıl Üniversitesi].
6. Aydın, F., & Aslan, M. (2024). Öğretmen kimliği algıları ve öğretmen kimlik algılarının demografik değişkenlere göre değişimi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 59(59), 171-204. https://doi.org/10.15285/maruaebd.1359716
7. Aykac, N., Yildirim, K., Altinkurt, Y., & Marsh, M. M. (2017). Understanding the underlying factors affecting the perception of pre-service teachers’ teacher identity: A new instrument to support teacher education. Üniversitepark Bülten, 6(1), 67.
8. Barbarà-i-Molinero, A., Cascón-Pereira, R., & Hernández-Lara, A. B. (2017). Professional identity development in higher education: influencing factors. International Journal of Educational Management, 31(2), 189-203.

9. Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Recommendations for the cross-cultural adaptation of health status measures. American Academy of Orthopaedic Surgeons, Institute for Work & Health.
10. Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128.
11. Beyazıt, U., & Bütün-Ayhan, A. (2019). The psychometric properties of the Turkish version of the multidimensional neglectful behavior scale-child report (10–15 years form). Current Psychology, 38(5), 1099-1109. https://doi.org/10.1007/s12144-017-9769-3
12. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.) (2000). Handbook of self-regulation. San Diego, CA: Academic. Bollen, K. A. (1989). Structural Equations with Latent Variables. John Wiley & Sons. https://doi.org/10.1002/9781118619179
13. Bracken, B. A., & Barona, A. (1991). State of the art procedures for translating, validating and using psychoeducational tests in cross-cultural assessment. School Psychology International, 12(1-2), 119–132. https://doi.org/10.1177/0143034391121010
14. Bullough, R. (1997). The Quest for Identity in Teaching and teacher education. GF Hoban, (Ed.), The Missing Links in Teacher Education Design. Springer, 237-258.
15. Büyüköztürk, Ş. (2003). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem
16. Byrne, B. M. (2016). Structural equation modeling with AMOS. New York: Routledge.
17. Chou, C. P., Bentler, P. M., & Pentz, M. A. (2000). A two-stage approach to multilevel structural equation models: application to longitudinal data. In TD Little, KU Schnabel, & J Baumert, (Eds.), Modeling Longitudinal and Multilevel Data, Practical Issues, Applied Approaches, and Specific Examples (pp. 33-49). Lawrence Erlbaum Associates.
18. Comrey, A. L., & Lee, H.B. (1992). A first course in factor analysis. Erlbaum.
19. Conway, P.F., & Clark, C.M. (2003). The journey inward and outward: A reexamination of Fuller’s concerns-based model of teacher development. Teaching and Teacher Education, 19(5), 465-482.
20. Çengelci, S. (2021). Öğretmen adaylarının 21. yüzyıl öğrenen becerileri ile üstbilişsel farkındalık düzeylerinin meslek öncesi öğretmen kimliği üzerindeki etkisi (Afyonkarahisar Örneklemi) [Yüksek Lisans Tezi], Afyon Kocatepe Üniversitesi.
21. Çetinkaya, S., Uluay, G. ve Bayrak Özmutlu, E. (2023). Öğretmen kimliği inançları ölçeğinin geliştirilmesi. Uluslararası Eğitim Bilimleri Dergisi, 10(37), 484-517.
22. Çokluk, Ö. Şekercioğlu, G. Büyüköztürk, Ş. (2014). Sosyal Bilimler İçin Çok Değişkenli İstatistik SPSS ve LISREL Uygulamaları. Ankara: Pegem Akademi.
23. Dinçer, T. (2012). Edirne ilinde görev yapan beden eğitimi öğretmenlerinin liderlik davranışlarının değerlendirilmesi. [Doktora tezi, Trakya Üniversitesi].
24. Ebel, R. L., & Frisbie, D. A. (1991). Essentials of Educational Measurement. Prentice Hall. Erden, M. (2005). Öğretmenlik mesleğine giriş. İstanbul: Epsilon.
25. Finstad, K. (2010). Response interpolation and scale sensitivity: Evidence against 5-point scales. Journal of Usability Studies, 5(3), 104–110.
26. Franzak, J.K.(2002) Developing a teacher identity: The impact of critical friends practice on the student teacher. English Education 34(4), 258–280.
27. Fruehwald, E. S. (2016). An Introduction to Professional Identity Development for Law Students, http://dx.doi.org/10.2139/ssrn.2753139
28. Garver, M. S., & Mentzer, J. T. (1999). Logistics research methods: Employing structural equation modeling to test for construct validity. Journal of Business Logistics, 20(1), 33-57.
29. Gracia, E. P., Rodríguez, R. S., Pedrajas, A. P., & Carpio, A. J. (2021). Teachers’ professional identity: Validation of an assessment instrument for preservice teachers. Heliyon, 7(9).
30. Gravetter, F. J., Wallnau, L. B., Forzano, L. B., & Witnauer, J. E. (2020). Essentials of Statistics for the Behavioral Sciences. Cengage Learning.
31. Gunersel, A. B., Kaplan, A., Barnett, P., Etienne, M., & Ponnock, A. R. (2016). Profiles of change in motivation for teaching in higher education at an American research university. Teaching in Higher Education, 21(6), 628-643.
32. Gürbüz, S. (2021). Sosyal bilimlerde aracı, düzenleyici ve durumsal etki analizleri. Ankara: Seçkin. Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis. Pearson University Press.
33. Hambleton, R. K., Merenda, P. F., & Spielberger, C. D. (2005). Adapting educational and psychological tests for cross-cultural assessment. Lawrence Erlbaum Associates.
34. Hambleton, R.K., & Kanjee, A. (1995). Increasing the validity of cross-cultural assessments: use of improved methods for test adaptations. European Journal of Psychological Assessment, 11, 147-157. http://dx.doi.org/10.1027/1015-5759.11.3.147
35. Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. (2020). Assessing the professional identity of primary student teachers: Design and validation of the Teacher Identity Measurement Scale. Studies in Educational Evaluation, 64, 100822.
36. Hirschy, A. S., Wilson, M. E., Liddell, D. L., Boyle, K. M., & Pasquesi, K. (2015). Socialization to student affairs: Early career experiences associated with professional identity development. Journal of College Student Development, 56(8), 777-793.
37. Hoe, S. L. (2008). Issues and procedures in adopting structural equation modelling technique. Journal of Quantitative Methods, 3(1), 76-83.
38. Hoelter, J. W. (1983). The analysis of covariance structures: Goodness-of-fit indices. Sociological Methods & Research, 11(3), 325-344.
39. Hofer, B. K., & Pintrich, P. R. (2004). Personal epistemology: The psychology of beliefs about knowledge and knowing. Psychology Press
40. Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific software international.
41. Kaplan, A., & Garner, J. K. (2017). A complex dynamic systems perspective on identity and its development: The dynamic systems model of role identity. Developmental psychology, 53(11), 2036.
42. Kline, R.B. (2016). Principles and Practice of Structural Equation Modeling (4th ed.). Guilford.
43. Liu, J., & Keating, X. D. (2022). Development of the pre-service physical education Teachers' teacher identity scale. European Physical Education Review, 28(1), 186-204.
44. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American psychologist, 57(9), 705.
45. Mallinckrodt, B., & Wang, C. C. (2004). Quantitative methods for verifying semantic equivalence of translated research instruments: a Chinese version of the experiences in close relationships scale. Journal of Counseling Psychology, 51(3), 368.
46. Meyers, L. S., Gamst, G., & Guarino, A. J. (2006). Applied Multivariate Research Design and Interpretation. SAGE.
47. Mikhaylova, O. B. (2011). Personal professional identity development as strategy for overcoming psychological barriers in innovation activity. RUDN Journal of Psychology and Pedagogics, (1), 61-67.
48. Murray, J. (2013). Becoming an early years professional: developing a new professional identity. European early childhood education research journal, 21(4), 527-540.
49. Nguyen, M. H. (2019). Identity Development in Professional Experience. In: English Language Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-9761-5_7
50. Pellegrini, E. K., & Scandura, T. A. (2005). Construct equivalence across groups: An unexplored issue in mentoring research. Educational and Psychological Measurement, 65(2), 323–335. https://doi.org/10.1177/0013164404268665
51. Polat, M., & Erdem, C. (2023). Adaptation of Teacher Immunity Scale to Turkish Culture: Validity and reliability study. Sakarya University Journal of Education, 13(2).
52. Rise, J., Sheeran, P. & Hukkelberg, S. (2010). The role of self-identity in the theory of planned behavior: A meta-analysis. Journal of Applied Social Psychology 40(5), 1085–1105
53. Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338. https://doi.org/10.3200/JOER.99.6.323-338
54. Schumacker, R. E., & Lomax, R. G. (2004). A beginner's guide to structural equation modeling. Psychology Press.
55. Tabachnick, B., & Fidell, L. (2013). Using multivariate statistics. Pearson.
56. Tamer, K., & Pulur, A. (2001). Beden eğitimi ve sporda öğretim yöntemleri. Ankara: Kozan Ofset.
57. Tinsley, H.E., & Tinsley, D.J. (1987). Uses of factor analysis in counseling psychology research. Journal of Counseling Psychology, 34, 414-424. https://doi.org/10.1037/0022-0167.34.4.414
58. Trede, F., Macklin, R., & Bridges, D. (2012). Professional identity development: A review of the higher education literature. Studies in Higher Education, 37(3), 365–384.
59. Weiner, B. (2012). An attribution theory of motivation. Handbook of theories of social psychology, 1, 135-155. Wong, C. E., & Liu, W. C. (2024). Evaluating the teacher professional identity of student teachers: Development and validation of the teacher professional identity scale. Journal of Education, 204(1), 131-144.
60. Xiong, Y., Sun, Xi-Y., Liu, Xue-Q., Wang, P., & Zheng, B. (2020). The influence of self-efficacy and work input on physical education teachers’ creative teaching. Frontiers in Psychology, 10, 2856.
61. Yılmaz, V. & Çelik, H. E. (2009). LISREL ile yapısal eşitlik modellemesi-I: Temel kavramlar, uygulamalar, programlama. Ankara: Pegem Akademi.
62. Zhao, H., & Zhang, X. (2017). The influence of field teaching practice on pre-service teachers’ professional identity: A mixed methods study. Frontiers in Psychology, 8, 1264.
63. Zheldochenko, L., & Nikolenko, O. (2020). The problem of professional identity in the professional development of the individual. In E3s Web of conferences. EDP Sciences. 210, 22001, https://doi.org/10.1051/e3sconf/202021022001