In this study it is aimed to develop a measurement tool to determine the attitudes of foreign language teacher candidates towards a second foreign language. The item pool was prepared by literature review and teacher candidates' views and finalized by taking expert opinions. The 61 item preliminary form was applied to 504 teacher candidates studying in different grades of Foreign Language Teaching Departments of Gazi University Gazi Faculty of Education in 2018-2019 academic year Spring semester. Analyses towards determining the psychometric features of the scale were made 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). The exploratory and confirmatory analyses were made on two groups by dividing the total student number into two. EFA was conducted on the first group (n1=252) whereas CFA was conducted on the second group (n2=252). At the end of exploratory factor analysis, the scale was observed to consist of 43 items and 3 subdimensions. The sub-dimensions were named according to the judgments the scale items reflected as "positive belief towards learning a second foreign language", "resistance to learning a second foreign language" and "attaching importance to learning a second foreign language". The three factor structure about the scale explains the 49.72% of the total variance. At the end of the reliability analysis Cronbach alpha reliability coefficient for the overall scale is .95, for sub-dimensions respectively as .95 and .90 and .76. The model fit indices for the scale at the end of the confirmatory factor analysis are determined as RMSEA, .076; χ2/df=2.4; SRMR=.81; NFI=.94; NNFI=.96; IFI=96; CFI=.96; RFI=94. Values obtained from confirmatory factor analysis are in acceptable reference range and shows that 3 factor scale construct is validated.
In this study, the training needs of teachers regarding the ethical use of information technologies were examined. The training needs levels of teachers and the significant differentiations of training needs according to gender, teaching level, professional seniority, branch, and education degree were investigated. In this study, the discrepancy view approach and normative need type were used. The data were collected via "The Scale of Ethical Use of Information Technologies in Education" developed by Baysan and Çetin (2019). The survey method was applied. The research was carried out with 745 teachers working in public schools in Afyonkarahisar, Turkey. The sample group was determined by stratification method and simple random sampling method. Schools were stratified as primary school, secondary school, divinity secondary school and high school. A certain number of schools from each stratum were determined by lot, and it was aimed to reach all teachers in the specified schools. More than half of the participants were female with a rate of 55.5%. Data were collected from teachers working in five different main branches. According to the results, 22.8% of teachers need ethical training in the Stalking sub-dimension, 14.5% in the Communication sub-dimension, and 9.4% in the Confidence and Material sub-dimension. In the Privacy and Accessibility sub-dimensions, nearly 1% of teachers need ethical training. Regarding the ethical use of information technologies, there were significant differences in some sub-dimensions according to some independent variables. Results show that teachers need less ethical training than expected.
Bu araştırmada, öğretmenlerin beceri öğretimi yeterlik algılarını belirlemeyi sağlayacak psikometrik özelliklere sahip bir ölçme aracının geliştirilmesi amaçlanmıştır. Alanyazın taranarak belirlenen ölçek geliştirme aşamaları takip edilerek 80 maddelik taslak bir ölçek formu oluşturulmuştur. Düzenlenen taslak form 2019-2020 eğitim öğretim yılının bahar döneminde Kırıkkale ilinde, devlet okullarında görev yapan 590 öğretmenden oluşan bir araştırma grubunda uygulanmıştır. Uygulama sonrasında Açımlayıcı Faktör Analizi (AFA) ve Doğrulayıcı Faktör Analizi (DFA) yapılmıştır. AFA neticesinde ölçeğin 32 madde ve beş alt boyuttan oluştuğu sonucuna varılmıştır. Ölçeğin geneli için Cronbach Alpha güvenirlik katsayısı ölçek geneli için 0,950'dir. İş birliği alt boyutu için güvenirlik düzeyi 0,917; iletişim alt boyutu için güvenirlik düzeyi 0,886; yaratıcılık alt boyutu için güvenirlik düzeyi 0,891; problem çözme alt boyutu için güvenirlik düzeyi 0,730; eleştirel düşünme alt boyutu için güvenirlik düzeyi 0,816'dır. Bunun yanında doğrulayıcı faktör analizi (DFA) sonucunda uyum indeksleri bağlamında ölçeğin uygun olduğu saptanmıştır (RMSEA, .
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