Gelişime Uygun Uygulamalar İnanç Ölçeğinin Türkçeye Uyarlanması

Uygulamalara ilişkin Kim ve Buchanan (2009) tarafından geliştirilen öğretmen inanç ve uygulama ölçeğinin inanç alt ölçeğini Türkçeye uyarlamak, ölçeğin geçerlik ve güvenirlik analizlerini yapmaktır. Ölçek İngilizceden Türkçeye araştırmacılar tarafından çevrilmiş ve İngiliz dili ve okul öncesi eğitim alanlarında beş uzmanın görüşleri doğrultusunda yöntemiyle belirlenen 686 okul öncesi öğretmeninden elde edilen veriler açımlayıcı faktör analizi, 416 öğretmenden toplanan veriler ise doğrulayıcı faktör analizi için kullanılmıştır. Beşli Likert tipi, biri açık uçlu olmak üzere toplam 29 maddeden oluşan ölçeğin, açımlayıcı faktör analizi sonucunda Gelişime Uygun Olan (GU), Gelişime Uygun Olmayan (GUO) ve Aile, Kültür ve Kaynaştırma olmak üzere 3 alt boyuttan oluştuğu saptanmıştır. Ölçeğin tüm maddeleri için hesaplanan toplam güvenirlik katsayısı (Cronbach alpha) .85 olarak bulunmuştur. Ayrıca ölçeğin 3 faktörlü yapısı, doğrulayıcı faktör analizi ile de doğrulanmıştır. Bu çalışmanın sonucunda; Gelişime Uygun (GUUÖİÖ), öğretmenlerin gelişime uygun uygulamalara ilişkin inançlarını ölçebilecek geçerli ve güvenilir bir ölçme aracı olduğu saptanmıştır.

Adaptation of Developmentally Appropriate Practice Teacher Beliefs Scale to Turkish

This paper reports on the adaptation of the Teacher Beliefs Scale of the Teacher Beliefs and Practices Survey (Kim & Buchanan, 2009) for use in Turkey. Testing of the new Turkish-language version, known as the Developmentally Appropriate Practice Teacher Beliefs Scale (DAP-TBS), was conducted via a survey of 686 preschool teachers for exploratory factor analysis and 416 teachers for confirmatory factor analysis selected randomly. Initially, the scale was translated from English into Turkish by the researchers; it was then revised based on the views of five experts from Turkish university departments of English Language and Literature (n=2) and Early Childhood Education (n=3). Through exploratory factor analysis, three subscales were identified: (1) Developmentally Inappropriate, and (3) Family, Culture and Inclusion. The Cronbach's alpha score for the scale as a whole was 0.85, and the validity of each of the three subscales was established through confirmatory factor analysis. The study found that DAP-TBS to be a valid and reliable instrument for determining Turkish teachers' beliefs related to developmentally appropriate practices.

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