ÖĞRETMEN ADAYLARI İÇİN AİLELERLE ÇALIŞMAYA İLİŞKİN YETERLİK ALGISI ÖLÇEĞİ’NİN GELİŞTİRİLMESİ: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Çiğdem Yavuz Güler

doi:10.14582/DUZG

ÖĞRETMEN ADAYLARI İÇİN AİLELERLE ÇALIŞMAYA İLİŞKİN YETERLİK ALGISI ÖLÇEĞİ’NİN GELİŞTİRİLMESİ: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Yıl 2015, Sayı: 25, 329 - 346, 01.08.2015

Çiğdem Yavuz Güler

Öz

Bu çalışmanın temel amacı öğretmen adaylarının ailelerle çalışmaya ilişkin yeterlik algılarını ölçmek amacıyla bir ölçme aracı geliştirmek ve bu ölçeğin geçerlik ve güvenirliğini ortaya koymaktır. Bu amaçla oluşturulan 36 maddelik deneysel form 298 öğretmen adayına uygulanmıştır. Açımlayıcı ve doğrulayıcı faktör analizlerinden sonra ölçek, yönelik “Kişisel alana ilişkin yeterlikler” (8 madde), Kavramsal alana ilişkin yeterlikler” (6 madde), ve “Pratik alana ilişkin yeterlikler” (7 madde), alt ölçeklerinden toplamda 21 maddeden oluşan üç faktörlü bir yapı göstermektedir. Bu üç faktörün birlikte açıkladıkları toplam varyans 48.614’dür. Doğrulayıcı faktör analizi sonuçları; öğretmen adayı örnekleminde kurulan modelin veriyle yeterli bir uyum gösterdiği, bu nedenle ölçeğin yapısal geçerliğe sahip olduğunu göstermektedir (?²=666.23; sd=186, p?.01; ?²/sd=3,58; SRMR= 0.086; RMSEA=0.093; CFI=0.83; IFI=0.83). Ailelerle çalışmaya ilişkin yeterlik algısı ölçeği’nin toplam puan üzerinden iç tutarlık katsayısı ise .90 olarak bulunmuştur. Bu bulgulardan yola çıkarak ölçeğin, öğretmen adaylarının ailelerle çalışmaya ilişkin yeterlik algılarını belirlemede geçerli ve güvenilir bir ölçek olduğu sonucuna varılmıştır.

Anahtar Kelimeler

Ailelerle çalışma, öğretmen adayı, yeterlik algısı, ölçek geliştirme

Kaynakça

Arvizu, S. F. (1996). Family, community, and school collaboration. In J. Sikula (Ed.), Handbook of research on teacher education (s. 814-819), New York: Simon & Schuster Macmillan.
Asher, C. (1988). Improving the school-home connection of poor and minority students. The Urban Review, 20 (1), 109-123.
Bauch, J. P. (1988). Is parent involvement different in private schools?, Educational Horizons, 66 (2), 78-82.
Becher, R. (1986). Parent involvement: A review of research and principles of successful practice. In L. Katz (Ed.), Current topics in early childhood education (s: 85-122). Norwood, NJ: Ablex.
Büyüköztürk, Ş. (2004) Sosyal Bilimler için Veri Analizi El Kitabı, 4. Baskı, Pegem A Yayıncılık, Ankara
Caspe, M., Lopez M.E., Chu, A. ve Weiss, H. B. (2011). Teaching the teachers: Preparing educators to engage families for student achievement. Harvard Family Research.Project. Issue Brief, May 2011.
Chavkin, N.F. ve Williams, D. (1993). Minority parents and the elementary school: Attitudes and practices. In N. Chavkin (Ed.), Families and schools in a pluralistic society (s. 73-83). Albany: State University of New York Press.
Chavkin, N. ve Williams, D. (1988). Critical issues in teacher training for parent involvement. Educational Horizons, 66(2), 87-89.
Chen, M. ve Fan, X. (2001). Parental involvement and students’ academic Psychology Review, 13, 1-22. A meta-analysis. Educational
Cheung, C.S-S. ve Pomerantz, E. M. (2012). Why does parents' involvement enhance children's achievement? The role of parent-oriented motivation. Journal of Educational Psychology, 104 (3), 820-832.
Coleman, J.S. (1991). Parental Involvement in Education. Washington, DC: Government Printing Office.
Çakır, Ö., Erkuş, A., & Kılıç, F. (2000). Mersin üniversitesi 1999-2000 yılı öğretmenlik meslek bilgisi programının (ÖMBP) çeşitli değişkenler açısından değerlendirilmesi. Mersin Üniversitesi Araştırma Fonu Saymanlığı EF (ÖÇ) 2000-1 Nolu Araştırma Projesi.
Çiftçili, V. (2008). Dersane öğretmenlerinin öğretmen yeterlilik düzeyleri ve mesleki doyumları arasındaki ilişki. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 10 (2), 101-115.
Davies, D. (1988). Benefits and barriers to parent involvement. Community Education Research Digest, 1(1), 11-1.9
de Acosta, M. (1996). A foundational approach to preparing teachers for family and community involvement in children's education. Journal of Teacher Education, 47 (1), 9-15.
Eagle, E. (1989). Socioeconomic status, family structure, and parental involvement: The correlates of achievement. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco. (ED307332).
Epstein, J. L. (1995). School, family, community partnerships: Caring for the children we share. Phi Delta Kappan, 76 (9), 701-712.
Epstein, J. L. (1988a). How do we improve programs for parent involvement? Educational Horizons, 66 (2), 58-59.
Epstein, J. L. (1988b). Homework practices, achievement, and behaviors of elementary school students. (Rep. No 26). Baltimore, MD: Johns Hopkins University, Center on Families, Communities, School and Children’s Learning.
Epstein, J.L. ve Dauber, S.L. (1991). School programs and teacher practices of parent involvement in inner-city elementary and middle schools. The Elementary School Journal, 91(3), 289-305.
Foster, J. ve Loven, R. (1992). The need and directions for parent involvement in the 90’s: Undergradute perspectives and expectations. Action in Teacher Education, 14,13-18.
Greenwood, G. ve Hickman, C. (1991). Research and practice in parent involvement: implications for teacher education. The Elemantary School Journal, 91, 279-288.
Henderson, A. T., ve Berla, N. (1994). The new generation: The family is critical to student achievement. Washington, DC: Center for Law and Education.
Hickman, C.W., Greenwood, G. ve Miller, M.D. (1995). High school parent involvement: Relationships with achievement, grade level, SES, and gender. Journal of Research and Development in Education, 28, 125-134.
Ho, E.S. ve Williams, J. D. (1996). Effects of parental involvement on eighth-grade achievement. Sociology of Education, 69 (2), 126- 141.
Hoover-Dempsey, K. Bassler, O. ve Brissie, J. (1987). Parent involvement: Contributions of teacher efficacy, school soioeconomic status and other school characteristics. American Educational Research Journal, 24 (3), 417-435
Hu, L, T. ve Bentler, P.M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
Jeynes, W.H. (2005) Parental Involvement and Student Achievement: A Meta-Analysis. Harvard Family Research Project. 25 Şubat 2011 resources/browse-our-publications/parental-involvement-and- student-achievement-a-meta-analysis> adresinden erişildi.
Keith, T. Z., Keith, P. B., Troutman, G. M., Bickley, P., Trivette, P. S. ve Singh, K. (1993). Does parental involvement affect eighth grade student achievement? Structural analysis of national data. School Psychology Review, 22, 474–496.
Lamdin, D. J. (1996). Evidence of student attendance as an independent variable in education production functions. Journal of Educational Research, 89,155-163
Lee, S. (1994). “Family-school connections and students' education: Continuity and change of family involvement from the middle grades to high school”. Doctoral dissertation. Johns Hopkins University: Dissertations and Theses database. (UMI No.9523843) MD. Available from ProQuest
Maynes, N.,Curwen, T. ve Sharpe, G. (2012). Examining PreserviceTeachers' Self-Reported Knowledge and Confidence to Communicate With Parents. In education, 18 (2), 2-17.
Milli Eğitim Temel Kanunu. 24.06.1973, 1739/14574
Milli Eğitim İlköğretim Kurumları Yönetmeliği. 27.08.2003/ 25212, Ek ve Değişiklikler: 21.10.2004/25620 RG, 24.06.2005/25855 RG, 02.05.2006/26156 RG. Milli Eğitim Bakanlığı Okul Aile Birliği Yönetmeliği. 31.05.2005/25831
Milli Eğitim Bakanlığı, Öğretmen Yetiştirme ve Eğitimi Genel Müdürlüğü. (2006). Öğretmenlik Mesleği Genel Yeterlikleri, Ankara. C3%96%C4%9Fretmen_Yeterlikleri_Kitab%C4%B1_genel_yet erlikler_par%C3%A7a_2.pdf> adresinden erişildi.
Moles, O. (1993). Collaboration between schools and disadvantaged parents: Obstacles and openings. In N. Chavkin (Ed.), Families and school in a pluralistic society (s. 21-49). Albany: SUNY.
Morris, Taylor, Knight ve Wasson (1996). Preparing teachers to reach out to families and communities. Action in Teacher Education, 18, 10-22.
Ratcliff, N. ve Hunt, G. (2009). Building Teacher-Family Partnerships: The Role of Teacher Preparation Programs. Education, 123 (3), 495-505.
Schermelleh-Engel, K., Moosbrugger, H. ve Müler, H. (2003), Evaluating the fit of structural equation models: Tests of significance and descriptive. Goodness-Of-Fit Measures Of Psychological Research Online, 8 (2), 23-74.
Sünbül, A. M. ve Arslan, C. ( 2007). Öğretmen yeterlilik ölçeğinin geliştirilmesi ve bir araştırma örneği. Selçuk Üniversitesi Teknik Eğitim Fakültesi Dergisi. (online): 01.10.2013 tarihinde erişildi. adresinden
Şeker, H., Deniz, S. ve Görgen, İ. (2005). Tezsiz yüksek lisans öğretmen değerlendirmeleri. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 42, 237-253. öğretmenlik yeterlikleri üzerine
Şimşek, Ö. F., (2007), Yapısal Eşitlik Modellemesine Giriş, Temel İlkeler ve Lisrel Uygulamaları, Ekinoks Yayınları, Ankara.
Tichenor, M.S. (1997) Teacher education and parent involvement: Reflections from pre-service teachers. Journal of Instructional Psychology, 24 (4), 233-339.
Tichenor, M. S. (1998). Preservice teachers attitudes toward parent involvement: Implications for teacher education. Teacher Educator, 33 (4), 248-259.
Vankawala K. H. (1998). “Preservice teachers’ perceptions of family school collaborations: A qualitative study.” Master's thesis, Texas Woman’s University, Denton, Texas. Available from ProQuest Dissertations and Theses database. (UMI No. 1392985)
Williams, D.L. Chavkin, N.F., Stallworth, J. ve Deason, S. (1984). Annual report: Parent involvement in education Project. Austin, TX: Southwest Educational Development Laboratory.
Yazıcı, S. Başol, G. ve Toprak, G.( 2009). Öğretmenlerin çok kültürlü eğitim tutumları: Bir güvenirlik ve geçerlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37, 229-242.

Development of the Scale of Perception of Competence on Working With Parents for Preservice Teachers: A Validity and Reliability Study

Yıl 2015, Sayı: 25, 329 - 346, 01.08.2015

Çiğdem Yavuz Güler

Öz

The aim of the study is to develop a scale to determine the perception of competence of preservice teachers toward family involvement and to conduct validity and reliability analyses. The trial scale composed of 56 items, formed with this aim applied to 298 teacher candidates. The scale consisted from three factors named “Competences related personal area” -8 items”, “Competences related conteptual area”-6 items”, “Competences related practical area-7 items” and totaly 21 items after the exploratory and confirmatory factor analysies.These three factors explains 48.614 of the total variance. The results of Confirmatory factor analysis revealed that the model had enough goodness of fit and consequently shows the scale had structural validity (?²=666.23; sd=186, p=.01; ?²/sd=3,58; SRMR= 0.086; RMSEA=0.093; CFI=0.83; IFI=0.83). The internal consistency coefficient (Cronbach Alpha) of “The scale of perception of competence related working with parents” was .90. As a conclusion, the scale has enough psychometric features and is a valid and reliable scale could be used to examine the perception of competence related working with parents.

Anahtar Kelimeler

Working with parents, preservice teachers, perception of competence, scale development

Kaynakça

Arvizu, S. F. (1996). Family, community, and school collaboration. In J. Sikula (Ed.), Handbook of research on teacher education (s. 814-819), New York: Simon & Schuster Macmillan.
Asher, C. (1988). Improving the school-home connection of poor and minority students. The Urban Review, 20 (1), 109-123.
Bauch, J. P. (1988). Is parent involvement different in private schools?, Educational Horizons, 66 (2), 78-82.
Becher, R. (1986). Parent involvement: A review of research and principles of successful practice. In L. Katz (Ed.), Current topics in early childhood education (s: 85-122). Norwood, NJ: Ablex.
Büyüköztürk, Ş. (2004) Sosyal Bilimler için Veri Analizi El Kitabı, 4. Baskı, Pegem A Yayıncılık, Ankara
Caspe, M., Lopez M.E., Chu, A. ve Weiss, H. B. (2011). Teaching the teachers: Preparing educators to engage families for student achievement. Harvard Family Research.Project. Issue Brief, May 2011.
Chavkin, N.F. ve Williams, D. (1993). Minority parents and the elementary school: Attitudes and practices. In N. Chavkin (Ed.), Families and schools in a pluralistic society (s. 73-83). Albany: State University of New York Press.
Chavkin, N. ve Williams, D. (1988). Critical issues in teacher training for parent involvement. Educational Horizons, 66(2), 87-89.
Chen, M. ve Fan, X. (2001). Parental involvement and students’ academic Psychology Review, 13, 1-22. A meta-analysis. Educational
Cheung, C.S-S. ve Pomerantz, E. M. (2012). Why does parents' involvement enhance children's achievement? The role of parent-oriented motivation. Journal of Educational Psychology, 104 (3), 820-832.
Coleman, J.S. (1991). Parental Involvement in Education. Washington, DC: Government Printing Office.
Çakır, Ö., Erkuş, A., & Kılıç, F. (2000). Mersin üniversitesi 1999-2000 yılı öğretmenlik meslek bilgisi programının (ÖMBP) çeşitli değişkenler açısından değerlendirilmesi. Mersin Üniversitesi Araştırma Fonu Saymanlığı EF (ÖÇ) 2000-1 Nolu Araştırma Projesi.
Çiftçili, V. (2008). Dersane öğretmenlerinin öğretmen yeterlilik düzeyleri ve mesleki doyumları arasındaki ilişki. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 10 (2), 101-115.
Davies, D. (1988). Benefits and barriers to parent involvement. Community Education Research Digest, 1(1), 11-1.9
de Acosta, M. (1996). A foundational approach to preparing teachers for family and community involvement in children's education. Journal of Teacher Education, 47 (1), 9-15.
Eagle, E. (1989). Socioeconomic status, family structure, and parental involvement: The correlates of achievement. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco. (ED307332).
Epstein, J. L. (1995). School, family, community partnerships: Caring for the children we share. Phi Delta Kappan, 76 (9), 701-712.
Epstein, J. L. (1988a). How do we improve programs for parent involvement? Educational Horizons, 66 (2), 58-59.
Epstein, J. L. (1988b). Homework practices, achievement, and behaviors of elementary school students. (Rep. No 26). Baltimore, MD: Johns Hopkins University, Center on Families, Communities, School and Children’s Learning.
Epstein, J.L. ve Dauber, S.L. (1991). School programs and teacher practices of parent involvement in inner-city elementary and middle schools. The Elementary School Journal, 91(3), 289-305.
Foster, J. ve Loven, R. (1992). The need and directions for parent involvement in the 90’s: Undergradute perspectives and expectations. Action in Teacher Education, 14,13-18.
Greenwood, G. ve Hickman, C. (1991). Research and practice in parent involvement: implications for teacher education. The Elemantary School Journal, 91, 279-288.
Henderson, A. T., ve Berla, N. (1994). The new generation: The family is critical to student achievement. Washington, DC: Center for Law and Education.
Hickman, C.W., Greenwood, G. ve Miller, M.D. (1995). High school parent involvement: Relationships with achievement, grade level, SES, and gender. Journal of Research and Development in Education, 28, 125-134.
Ho, E.S. ve Williams, J. D. (1996). Effects of parental involvement on eighth-grade achievement. Sociology of Education, 69 (2), 126- 141.
Hoover-Dempsey, K. Bassler, O. ve Brissie, J. (1987). Parent involvement: Contributions of teacher efficacy, school soioeconomic status and other school characteristics. American Educational Research Journal, 24 (3), 417-435
Hu, L, T. ve Bentler, P.M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
Jeynes, W.H. (2005) Parental Involvement and Student Achievement: A Meta-Analysis. Harvard Family Research Project. 25 Şubat 2011 resources/browse-our-publications/parental-involvement-and- student-achievement-a-meta-analysis> adresinden erişildi.
Keith, T. Z., Keith, P. B., Troutman, G. M., Bickley, P., Trivette, P. S. ve Singh, K. (1993). Does parental involvement affect eighth grade student achievement? Structural analysis of national data. School Psychology Review, 22, 474–496.
Lamdin, D. J. (1996). Evidence of student attendance as an independent variable in education production functions. Journal of Educational Research, 89,155-163
Lee, S. (1994). “Family-school connections and students' education: Continuity and change of family involvement from the middle grades to high school”. Doctoral dissertation. Johns Hopkins University: Dissertations and Theses database. (UMI No.9523843) MD. Available from ProQuest
Maynes, N.,Curwen, T. ve Sharpe, G. (2012). Examining PreserviceTeachers' Self-Reported Knowledge and Confidence to Communicate With Parents. In education, 18 (2), 2-17.
Milli Eğitim Temel Kanunu. 24.06.1973, 1739/14574
Milli Eğitim İlköğretim Kurumları Yönetmeliği. 27.08.2003/ 25212, Ek ve Değişiklikler: 21.10.2004/25620 RG, 24.06.2005/25855 RG, 02.05.2006/26156 RG. Milli Eğitim Bakanlığı Okul Aile Birliği Yönetmeliği. 31.05.2005/25831
Milli Eğitim Bakanlığı, Öğretmen Yetiştirme ve Eğitimi Genel Müdürlüğü. (2006). Öğretmenlik Mesleği Genel Yeterlikleri, Ankara. C3%96%C4%9Fretmen_Yeterlikleri_Kitab%C4%B1_genel_yet erlikler_par%C3%A7a_2.pdf> adresinden erişildi.
Moles, O. (1993). Collaboration between schools and disadvantaged parents: Obstacles and openings. In N. Chavkin (Ed.), Families and school in a pluralistic society (s. 21-49). Albany: SUNY.
Morris, Taylor, Knight ve Wasson (1996). Preparing teachers to reach out to families and communities. Action in Teacher Education, 18, 10-22.
Ratcliff, N. ve Hunt, G. (2009). Building Teacher-Family Partnerships: The Role of Teacher Preparation Programs. Education, 123 (3), 495-505.
Schermelleh-Engel, K., Moosbrugger, H. ve Müler, H. (2003), Evaluating the fit of structural equation models: Tests of significance and descriptive. Goodness-Of-Fit Measures Of Psychological Research Online, 8 (2), 23-74.
Sünbül, A. M. ve Arslan, C. ( 2007). Öğretmen yeterlilik ölçeğinin geliştirilmesi ve bir araştırma örneği. Selçuk Üniversitesi Teknik Eğitim Fakültesi Dergisi. (online): 01.10.2013 tarihinde erişildi. adresinden
Şeker, H., Deniz, S. ve Görgen, İ. (2005). Tezsiz yüksek lisans öğretmen değerlendirmeleri. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 42, 237-253. öğretmenlik yeterlikleri üzerine
Şimşek, Ö. F., (2007), Yapısal Eşitlik Modellemesine Giriş, Temel İlkeler ve Lisrel Uygulamaları, Ekinoks Yayınları, Ankara.
Tichenor, M.S. (1997) Teacher education and parent involvement: Reflections from pre-service teachers. Journal of Instructional Psychology, 24 (4), 233-339.
Tichenor, M. S. (1998). Preservice teachers attitudes toward parent involvement: Implications for teacher education. Teacher Educator, 33 (4), 248-259.
Vankawala K. H. (1998). “Preservice teachers’ perceptions of family school collaborations: A qualitative study.” Master's thesis, Texas Woman’s University, Denton, Texas. Available from ProQuest Dissertations and Theses database. (UMI No. 1392985)
Williams, D.L. Chavkin, N.F., Stallworth, J. ve Deason, S. (1984). Annual report: Parent involvement in education Project. Austin, TX: Southwest Educational Development Laboratory.
Yazıcı, S. Başol, G. ve Toprak, G.( 2009). Öğretmenlerin çok kültürlü eğitim tutumları: Bir güvenirlik ve geçerlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37, 229-242.

Toplam 47 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Bölüm	Research Article
Yazarlar	Çiğdem Yavuz Güler
Yayımlanma Tarihi	1 Ağustos 2015
Yayımlandığı Sayı	Yıl 2015 Sayı: 25

Kaynak Göster

APA	Güler, Ç. Y. (2015). ÖĞRETMEN ADAYLARI İÇİN AİLELERLE ÇALIŞMAYA İLİŞKİN YETERLİK ALGISI ÖLÇEĞİ’NİN GELİŞTİRİLMESİ: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi(25), 329-346. https://doi.org/10.14582/DUZG

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