Öğretmen yansıtmasının ölçülmesi: ÖYÖ'nün geliştirilmesi

Abstract

Problem Statement: The idea of teacher thinking is primarily a base for professional growth. Especially for curricula which change periodically, teachers should carry out individual roles and duties in order to derive expected outcomes. Reflection—asking the questions “What have I done?” and “What can I do for the better?”—plays an important role in developing lively experiences in professional life. There is also a need for control of teacher reflection as a tool for professional growth. This study presents a standard scale which is valid and reliable in order to measure teacher reflection. Purpose of the Study: The purpose of this study is to develop a standard reflection scale which helps elementary and secondary school teachers to control in-class activities and contribute to their professional growth. Method: To examine the validity and reliability of the scale, a study was conducted using responses from 437 math and social science teachers whose experience ranged from 1 to 29 years. Additionally, 34 judges contributed in developing items for problematic situations in which teacher reflection was needed. To reveal evidence for the validity of the scale, Point-Biserial Correlation Coefficient for the item total correlation coefficients was computed using ITEMAN Windows Version 3.50 statistical package. Pearson Product Moments Correlation Coefficient for the relationship between TRS and Responsibility Scale, and the relationship between TRS and Rotter’s Internal-External Locus of Control Scale were employed, and Principle Component Factor Analysis and Principle Components Analysis were determined by using STATISTICA 6 and SPSS 11.5. The internal consistency coefficient of the scale was computed by using KR-20. In order to examine the difference between genders, Independent Samples t-Test was used. Results: Item analysis showed that the scale, which has an Eigenvalue of 10.13, included 22 items and one factor explaining 46.05 percent of the total variance. To reveal evidence for the validity of the scale, the relationship of the Teacher Reflection Scale with Responsibility Scale (0.233, p

Özet

Problem Durumu: Öğretmen inanış ve düşünce sistemi mesleki gelişim için bir dayanak noktasıdır. Özellikle belli aralıklarla değişen programlar söz konusu olduğunda beklenmedik ürünlerle karşılaşmamak için öğretmenin bireysel rol ve görevlerini yerine getirmesi gerekir. Yansıtma –“Ne yaptım?” ve “Daha iyisini nasıl yapabilirim?” sorularını sorarak- mesleki yaşamda geçirilen yaşantılarda önemli bir rol oynamaktadır. Bununla birlikte öğretmen yansıtmasının mesleki gelişimde bir araç olarak kullanılabilmesi için denetime gereksinim vardır. Bu bağlamda, bu çalışma öğretmen yansıtmasını ölçmek için geçerli ve güvenilir standart bir ölçek sunmayı amaçlamaktadır.