Öğretmen Adayı Yazma Öz-yeterliği Envanterinin Uyarlanması: Sınıf Öğretmeni Adaylarının Yazma ile ilgili İnançları ve Yazma Başarıları Arasındaki İlişki
Küçük Resim Yok
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Mesut ÖZTÜRK
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı öğretmen adayı yazma öz-yeterliği envanterini Türkçeye uyarlamak ve sınıf öğretmeni adaylarının yazma ile ilgili inançları ve yazma başarıları arasındaki ilişkiyi incelemektir. Çalışma iki aşamada gerçekleştirilmiştir. İlk aşamada, ölçek uyarlama aşamaları izlenmiş; 424 sınıf öğretmeni adayından veri toplanmıştır. Envanterin uyarlanması aşamasında 424 sınıf öğretmeni adayından veri toplanarak ölçek uyarlama adımları izlenmiştir. Çalışmanın ikinci kısmı ilişkisel tarama modeline uygun olarak yürütülmüştür. Sınıf öğretmeni adaylarının yazma ile ilgili inançları ve yazma başarıları arasındaki ilişkinin tespiti için 364 sınıf öğretmeni adayından veri toplanmıştır. Ayrıca aday öğretmenlere serbest yazma etkinliği yapılmış ve oluşturdukları metinler, 6+1 Analitik Yazma ve Değerlendirme Rubriği yardımıyla puanlanmıştır. Analizler sonucunda envanterde yer alan ölçeklerin yapı uyumu kontrol edilmiş ve ölçeklerin geçerli ve güvenilir ölçümler sunabileceği görülmüştür. Ayrıca öğretmen adaylarının yazma öz-yeterliği, yazma öğretimi öz-yeterliği ve yazma öğeleri öğretimi öz-yeterliği arasında pozitif yönlü ve anlamlı bir ilişkinin olduğu belirlenmiştir. Bununla birlikte sözü geçen değişkenlerin, yazma başarısının anlamlı birer yordayıcısı olduğu sonucuna ulaşılmıştır.
The aim of this study is to adapt the preservice teacher self-efficacy for writing inventory to Turkish and to examine the relationship between preservice primary school teachers' beliefs about writing and writing success. The study was carried out in two stages. At the first stage, scale adaptation steps were followed; data were collected from 424 preservice primary school teachers. The second stage of the study was carried out in accordance with the relational survey model. Data were collected from 364 participants in order to determine the relationship between preservice primary school teachers' beliefs about writing and their writing success. In addition, free writing activity was carried out for the preservice teachers and their texts were scored with the help of 6+1 analytical writing and evaluation rubric. As a result of the analysis, the structural compatibility of the scales in the inventory was checked and it was seen that the scales could provide valid and reliable measurements. In addition, it was determined that there is a positive and significant relationship between pre-service teachers' self-efficacy for writing, self-efficacy for writing instruction, and self-efficacy for teaching writing elements. However, it was concluded that the relevant variables were significant predictors of writing success.
The aim of this study is to adapt the preservice teacher self-efficacy for writing inventory to Turkish and to examine the relationship between preservice primary school teachers' beliefs about writing and writing success. The study was carried out in two stages. At the first stage, scale adaptation steps were followed; data were collected from 424 preservice primary school teachers. The second stage of the study was carried out in accordance with the relational survey model. Data were collected from 364 participants in order to determine the relationship between preservice primary school teachers' beliefs about writing and their writing success. In addition, free writing activity was carried out for the preservice teachers and their texts were scored with the help of 6+1 analytical writing and evaluation rubric. As a result of the analysis, the structural compatibility of the scales in the inventory was checked and it was seen that the scales could provide valid and reliable measurements. In addition, it was determined that there is a positive and significant relationship between pre-service teachers' self-efficacy for writing, self-efficacy for writing instruction, and self-efficacy for teaching writing elements. However, it was concluded that the relevant variables were significant predictors of writing success.
Açıklama
Anahtar Kelimeler
Other Fields of Education, Alan Eğitimleri
Kaynak
Eurasian Journal of Teacher Education
Eurasian Journal of Teacher Education
Eurasian Journal of Teacher Education
WoS Q Değeri
Scopus Q Değeri
Cilt
2
Sayı
3
