Çok Kültürlü Sınıflarda Öğretim ve Kendi Öğretme Uygulamaları Üzerinde Düşünme Fırsatları Ölçeğinin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması

Serhat AYDIN, Derya ÇELİK
2017 Elementary Education Online  
Öz. Bu araştırmanın amacı, uluslararası TEDS-M çalışması için geliştirilmiş Çok Kültürlü Sınıflarda Öğretim ve Kendi Öğretme Uygulamaları Üzerinde Düşünme Fırsatları Ölçeği'nin (Tatto vd., 2008) Türkçe formunun geçerlik ve güvenirliğini incelemektir. Araştırma Türkiye'nin yedi farklı bölgesinden rastgele seçilen birer üniversiteden toplam 583 ilköğretim matematik öğretmeni adayı üzerinde yürütülmüştür. Açımlayıcı faktör analizi sonucunda toplam açıklanan varyansın %72 olduğu ve maddelerin iki
more » ... ve maddelerin iki faktör altında toplandığı görülmüştür. Doğrulayıcı faktör analizinde iki boyutlu modelin iyi uyum verdiği görülmüştür (χ2=192.37, sd=34, RMSEA=0.07, CFI=0.97, GFI=0.93, AGFI=0.88). Türkçe formda bulunan maddeler ile toplam arasındaki korelasyon katsayılarının 0.77 ile 0.91 arasında değiştiği bulunmuştur. Ölçeğin iç tutarlılık güvenirlik katsayıları çok kültürlü sınıflarda öğretim alt boyutu için 0.90 ve kendi öğretme uygulamaları üzerinde düşünme için 0.92 olarak bulunmuştur. Bu sonuçlar ölçeğin Türkçe formunun geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir. Abstract. The aim of this research is to examine the psychometric properties of the Scale of Opportunities to Teach for Diversity and Reflect on Practice developed for the international TEDS-M Study (Tatto et al., 2008) . The research was conducted on 583 preservice elementary mathematics teachers from different universities selected randomly from seven different geographical regions of Turkey. As a result of the exploratory factor analysis, it was found that total explained variance was 72% and that the items were grouped under two factors. Results of confirmatory factor analysis demonstrated that the scale yielded two factors as the original form and that the model was well fit (x2=192,37, sd=34, RMSEA=0,07, CFI=0,97, GFI=0,93, AGFI=0,88). Corrected item-total correlations ranged from 0,77 to 0,91. Internal consistency coefficient were found as 0,90 for Teach for Diversity subscale and 0,92 for Reflect on Practice subscale. These results show that the Turkish form of the scale is a valid and reliable instrument. SUMMARY 17 countries to teach for diversity and reflect on practice were compared (Tatto, Ingvarson, Schwille, Peck, Senk, and Rowley, 2008) . The study considered these opportunities as an important variable acting on the outcomes of teacher preparation programs. In Turkey, there's no comprehensive study investigating these opportunities yet. Method This is a scale adaptation and validation study. In this study, 10-items TEDS-M scale about "oppportunities to teach for diversity and reflect on practice" was adapted from English into Turkish. The adaptation was performed using multi-translation, multi-editing method. This method was extracted as the best possible means by reading TEDS-M, TIMMS and PISA technical reports and the scale adaptation literature. The adapted scale was then applied to a nationally representative sample. The sample consisted of 583 preservice elementary mathematics teachers in their 4th year from 7 universities selected randomly from seven geographical regions of Turkey. The application resulted in a large dataset on which subsequent validity and reliability analyses were conducted. Firstly, validity evidence was sought using exploratory-confirmatory factor analyses (EFA and CFA). The factor analyses investigate random effects of metrical manifest variables on metrical latent variables. As proofs of reliability, firstly item-total correlations were calculated. The following detailed alpha-omega analyses were made using both point estimations and confidence intervals. Besides, alpha-omega coefficients were determined both by assuming the scores as ordinal and interval scale variables. At the end of quantitative analyses, an expert group consisting of one of the authors, another mathematics education professor and a mathematics teacher reflected and then commented on the findings. The qualitative comments with all previous quantitative findings were combined by the authors into final results.
doi:10.17051/ilkonline.2017.370879 fatcat:afpnii5yknh6pmz4lkyht72n34