Öğretmen Adayları için Bilgi ve İletişim Teknolojileri Yeterlikleri Ölçeğinin Türk Kültürüne Uyarlanması

Bu çalışmada Tondeur, Aesaert, Pynoo, Braak, Fraeyman ve Erstad (2017) tarafından geliştirilmiş olan Öğretmen Adayları için BİT Yeterlikleri Ölçeğinin Türk dili ve kültürüne uyarlanması amaçlanmıştır. Araştırma 2017-2018 Öğretim yılı Güz döneminde Gaziosmanpaşa Üniversitesi’nde öğrenim görmekte olan 206 öğretmen adayı üzerinde yürütülmüştür. Çeviri işleminin ardından elde edilen veriler üzerinde doğrulayıcı faktör analizi gerçekleştirilmiştir. Doğrulayıcı faktör analizi sonucunda, ölçeğin iki faktörlü özgün formunun doğrulandığı görülmüştür. Yakınsak, ayırt edici ve eş zamanlı geçerliği sınamak için uyarlanan formdan elde edilen veriler ile Genel BİT Eğilimi, Gerçeklik Şoku Beklentisi ve Öğretmen Adaylarının Eğitimde Bilgi ve İletişim Teknolojilerini Kullanmaya İlişkin Yeterlilik Algıları ölçeklerinden elde edilen puanlar arasındaki korelasyon incelenmiş ve uyarlanan ölçeğin ilgili geçerlik türlerine sahip olduğu belirlenmiştir. Güvenirlik analizi için hesaplanan Cronbach alfa iç tutarlılık katsayısı, ölçek boyutlarından elde edilen verilerin güvenilir olduğunu ortaya koymuştur. Araştırmanın sonucu olarak, Öğretmen Adayları için Bilgi ve İletişim Teknolojileri Yeterlikleri Ölçeğinin Türkçe formuna ait psikometrik özelliklerin iyi düzeyde olduğu belirlenmiştir.

Anahtar Kelimeler:

Öğretmen adayları için bilgi ve iletişim teknolojileri yeterlilikleri ölçeği, Öğretmen yetiştirme, Doğrulayıcı faktör analizi

Adaptation of Preservice Teachers’ Information and Communication Technology Competencies Scale into Turkish Culture

The purpose of this study was to adapt Preservice Teachers’ ICT Competencies Scale which was developed by Tondeur, Aesaert, Pynoo, Braak, Fraeyman, and Erstad (2017) into Turkish. The participants were composed of 206 preservice teachers studying at Gaziosmanpaşa University during 2017-2018 academic year. Confirmatory factor analysis was performed after the translation process of the scale. The results showed that the Turkish version fits the original two factor structure. The correlation coefficients between the data obtained from the Turkish version and the data obtained from General ICT Tendency, Reality Shock Expectation, and Prospective Teachers’ Perceived Competencies about Integrating ICT into Education were examined to test convergent, divergent and concurrent validity. The results indicated that the data obtained from the Turkish version of the scale were valid. Moreover, the Cronbach alpha coefficients indicated that the data were internally consistent. In conclusion, the Turkish version of Preservice Teachers’ ICT Competencies Scale was determined to have good psychometric properties to be used in Turkish context.

Keywords:

Preservice teachers’ information and communication technologies competencies scale, Teacher education, Confirmatory factor analysis,

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