Pedagojik İnanç Sistemleri Ölçeğinin Uygulamalı Olarak Uyarlama, Geçerlik ve Güvenirlik Çalışması

Bu çalışmanın amacı Pedagojik İnanç Sistemleri Ölçeğinin (PİSÖ) gerçek bir araştırma bağlamında uyarlama, geçerlik ve güvenirlik çalışmasının gerçekleştirilmesidir. PİSÖ’nün psikometrik özelliklerinin belirlenebilmesi için farklı bölümlerde öğrenim gören 689 öğretmen adayının ölçeği tamamlaması sağlanmıştır. Ölçeğin geçerlik çalışmaları için hem açıklayıcı, hem de keşfedici faktör analizi gerçekleştirilmiştir. Faktör analizleri, genelde ölçeğin teorik modeller ile uyumlu olduğunu ve çeşitli yapılar tarafından karakterize edilen iki faktöre sahip olduğunu göstermiştir. PİSÖ’nün faktörleri öğretmen-merkezli pedagojik inançlar ve öğrenci-merkezli pedagojik inançlardan oluşmaktadır. Ayrıca PİSÖ’nün güvenilir bir ölçek olduğu da yapılan analizler sonucunda anlaşılmıştır. PİSÖ aktif olarak işe koşulduğunda, katılımcı öğretmen adaylarının daha öğrenen-merkezli bir pedagojik inanç eğilimine sahip oldukları görülmüştür. Sosyodemografik değişkenler açısından çeşitli değişkenler işe koşulduğunda, PİSÖ’ye ait skorların sadece cinsiyet değişkeni açısından önemli bir farklılık arz ettiği, sosyo-ekonomik statü, yerleşim birimi, anne ve baba eğitim düzeyi gibi diğer faktörlerden etkilenmeden inanç eğilimlerini belirleyebildiği gözlemlenmiştir. Bulgular ilgili literatür ışığında derinlemesine tartışılmıştır.

The Practical Adaptation, Validity and Reliability Studies of the Pedagogical Belief Systems Scale

The purpose of the current study was to conduct the linguistic adaptation, validity and reliability of the Pedagogical Belief Systems Scale (PBSS) in the sense of an authentic study. In order to clarify the psychometric properties of the PBSS, 689 prospective teachers (PTS) in diverse teaching programs were leaded to respond to the scale’s items. Both exploratory and explanatory factors analyses were carried out for the scale’s validity correspondence. Factorial analyses showed that, generally, the PBSS is in rapport with the theoretical models and incorporates two main factors/constructs that are characterized with varied sub-factors. The extracted factors of the PBSS include teacher-centred pedagogical beliefs and learner-centred pedagogical beliefs. It was also concluded via the reliability analysis that the PBSS is a reliable scale. When the PBSS was operated for research purposes, it was revealed that the PTs held more learner-centred belief orientations. When the salient socio-demographic variables were operated, only the gender variable confirmed a significant difference in the sense of the PBSS-based scores, and it was also proved that the PBSS was able to externalise the PTs’ pedagogical belief systems by not influencing from the variables such as socio-economic status, mother education level, father education level and geographical accommodation unit. These aforesaid findings were discussed in the light of current related theories.

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Yükseköğretim ve Bilim Dergisi-Cover
  • ISSN: 2146-5959
  • Yayın Aralığı: Yılda 3 Sayı
  • Başlangıç: 2011
  • Yayıncı: Bülent Ecevit Üniversitesi (Önceden Zonguldak Karaelmas Üniversitesi)
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