期刊名称：International Journal of Curriculum and Instruction
印刷版ISSN：1562-0506
出版年度：2020
卷号：12
期号：2
页码：457-473
出版社：World Council for Curriculum and Instruction (WCCI)
摘要：In this study, a measurement tool that could be utilized to determine the values teaching responsibility perceptions of prospective teachers was aimed to develop. For this purpose, both the related literature on values teaching was investigated and the views of student teachers at a state university in Ankara, Turkey were taken. Consequently, an item pool comprising 46 items was created. After collecting the experts’ opinion, these items were reorganized and the preliminary form was developed. This preliminary form was administered to 274 prospective teachers, 206 of whom were female and 62 were male from different grades and different departments of the Faculty of Education at the state university in 2018-2019 academic year, Fall Semester. Validity and reliability tests were administered to the obtained set of data. During this process, first the Exploratory Factor Analysis (EFA) for construct validity and then the Confirmatory Factor Analysis (CFA) were applied. Confirmatory Factor Analysis (CFA) was administered to a different group of 352 prospective teachers, 278 of whom were female and 80 male. At the end of exploratory factor analysis, a scale form consisting of 35 items and 4 sub-dimensions was obtained. The four factor structure about the scale explained the 61.46% of the total variance. According to the reliability analysis Cronbach alpha reliability coefficient for the overall scale was .97, for sub-dimensions respectively as .93, .93, .88 and .84. The model fit indices for the scale at the end of the confirmatory factor analysis were determined RMSEA, .064; χ2/df=2.1; SRMR=.06; IFI=.90; CFI=.90. Values obtained showed that the scale construct was validated.
其他摘要：In this study a measurement device that could be used to determine the values teaching responsibility perceptions of prospective teachers was aimed to be developed. For this purpose, literature on values teaching was investigated and the views of prospective teachers were taken and a 46 itemed item pool was prepared. The items were reorganized according to expert views and 46 item preliminary form was prepared. This preliminary form was applied to 274 prospective teachers 206 of whom were female and 62 were male studying in different grades and departments of Gazi University Gazi Faculty of Education in 2018-2019 academic year Autumn semester. Validity and reliability analyses were conducted on the data set obtained from the application. The data set was applied first Exploratory Factor Analysis (EFA) for construct validity and then Confirmatory Factor Analysis (CFA). Confirmatory Factor Analysis (CFA) was applied on a different group of 352 prospective teachers 278 of whom were female and 80 male. At the end of exploratory factor analysis, a scale form consisting of 35 items and 4 sub-dimensions was obtained. The four factor structure about the scale explains the 61.46% of the total variance. According to the reliability analysis Cronbach alpha reliability coefficient for the overall scale is .97, for sub-dimensions respectively as .93, .93, .88 and .84. The model fit indices for the scale at the end of the confirmatory factor analysis are determined as RMSEA, .064; χ2/df=2.1; SRMR=.06; IFI=.90; CFI=.90. Values obtained from this shows that the scale construct is validated.
