SavedAdd your journal

Journals / Akdeniz Eğitim Araştırmaları Dergisi / 2019 / Cilt: 13 - Sayı: 27

A Construct Validity Study of a Measure of Pre-Service Teachers' Micro-Teaching Performance

Kadir KOZAN
Atakan ATA
Pages
547–558
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Overall, 477 mentor teachers participated in this study.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of the present study was to examine the construct validity of an instrument used to measure the micro-teaching performance of teacher candidates by their supervisor teachers.
📊
Key Findings & Data:To serve this purpose, this study employed an exploratory factor analysis and a parallel analysis in addition to a final confirmatory factor analysis conducted with two different samples of supervisor teachers who rated pre-service teachers’ performance.
💡
Conclusion & Impact:Overall, 477 mentor teachers participated in this study.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Özet

The purpose of the present study was to examine the construct validity of an instrument used to measure the micro-teaching performance of teacher candidates by their supervisor teachers. To serve this purpose, this study employed an exploratory factor analysis and a parallel analysis in addition to a final confirmatory factor analysis conducted with two different samples of supervisor teachers who rated pre-service teachers’ performance. Overall, 477 mentor teachers participated in this study. The current results revealed a strong one-factor structure accompanied by high reliability statistics, which is in line with earlier research and theoretical insights. The identified one factor can be named as teaching effectiveness as measured by the participating mentor teachers.

🔖

Cite This Article

KOZAN, K., ATA, A. (2019). A Construct Validity Study of a Measure of Pre-Service Teachers' Micro-Teaching Performance. Akdeniz Eğitim Araştırmaları Dergisi, Cilt: 13 - Sayı: 27, 547–558. https://ajindex.com/articles/146021

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (12)

  1. AACTE. (n.d.). About EdTPA. Retrieved March 16, 2018, from http://edtpa.aacte.org/about-edtpa
  2. Arsal, Z. (2015). The effects of microteaching on the critical thinking dispositions of pre-service teachers. Australian Journal of Teacher Education, 40(3), 140-153.
  3. Ary, D., Jacobs, L. C., Sorensen, C., Razavieh, A. (2010). Introduction to research in education. Wadsworth: Cengage Learning. Ata, A., & Kozan, K. (2018). Factor analytic insights into micro-teaching performance of teacher candidates. International Online Journal of Education and Teaching (IOJET), 5(1), 169-178.
  4. Benedict, A., Holdheide, L., Brownell, M., & Foley, A. M. (2016). Learning to Teach: Practice- Based Preparation in Teacher Education. Special Issues Brief. Washington. DC: American Institutes for Research. Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5-13.
  5. Broekkamp, H., & Van Hout-Wolters, B. (2007). The gap between educational research and practice: A literature review, symposium, and questionnaire. Educational Research and Evaluation, 13(3), pp. 203-220
  6. Brown, E. L., Suh, J., Parsons, S. A., Parker, A. K., & Ramirez, E. M. (2015). Documenting teacher candidates' professional growth through performance evaluation. Journal of Research in Education, 25(1), 35-47.
  7. Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı. Kuram ve Uygulamada Eğitim Yönetimi, 32, 470-483.
  8. Darling-Hammond, L., Holtzman, D., Jin Gatlin, S., & Vasquez Heilig, J. (2005). Does teacher preparation matter? Evidence about teacher certification. Teach for America and teacher effectiveness. Education Policy Analysis Archives, 13(42), 1-48. doi: 10.14507/epaa.v13n42.2005
  9. Emsheimer, P., & Ljunggren de Silva, N. (2011). Preservice teachers' reflections on practice in relation to theories (pp. 1-15).
  10. In M. Mattsson, T. Eilertsen, D. Rorrison (Eds.), A practicum turn in teacher education. Rotterdam: Sense. Ericsson, K. A. (2014). The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games. Florence, KY: Psychology Press.
  11. Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London: SAGE Publications. Gaikhorst, L., Beishuizen, J., Roosenboom, B., & Volman, M. (2017). The challenges of beginning teachers in urban primary schools. European Journal of Teacher Education, 40(1), 46-61.
  12. Hammerness, K., Darling-Hammond, L., Grossman, P., Rust, F., & Shulman, L. (2005). The design of teacher education p