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ELEŞTİREL ÇOKKÜLTÜRLÜ EĞİTİM ÖĞRETMEN YETERLİKLERİ ÖLÇEĞİ (EÇEÖYÖ): BİR ÖLÇEK GELİŞTİRME ÇALIŞMASI

CRITICAL MULTICULTURAL EDUCATION TEACHER COMPETENCIES SCALE (CMETCS): A SCALE DEVELOPMENT STUDY

Journal Name:

  • Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

Publication Year:

  • 2017

Key Words:

Keywords (Original Language):

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Abstract (2. Language): 
The purpose of this study is to develop a scale in order to identify the critical multicultural education competencies of teachers. For this reason, first of all, drawing on the knowledge in the literature, a new model was created with deductive method based on critical theory, critical race theory and critical multicultural education theory, which includes dimensions of competency component, competency context and competency foci. In accordance with this framework, experimental form consisting of 56 items was submitted to experts for consideration. In accordance with the responses of the experts, content validity rate of the items was identified and the items which were below. 80 level were excluded from the study. The pilot study form consisting of 45 items, was applied to teachers who work preschools, primary and secondary school and the data which was obtained from 421 teachers in total were analyzed. Through the Exploratory Factor Analysis (EFA), a structure consisting of “Awareness”, “Attitude’’, “Knowledge” and “Skill” and 42 items was reached. It was determined that the goodness of fit index of the model is quite high. Confirmatory Factor Analysis also confirmed the results of EFA. The internal coefficient of concordance was determined as .845 for the whole scale.
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Abstract (Original Language): 
Bu çalışmanın amacı, eleştirel kuram, eleştirel ırk kuramı ve eleştirel çokkültürlü eğitim kuramının varsayımları temele alınarak, öğretmen yeterliklerini belirleyebilmek amacıyla bir ölçek geliştirmektir. Bunun için öncelikle, literatürdeki bilgi birikimine dayanılarak, tümden gelim yöntemiyle, her biri dört alt boyuttan oluşan, üç boyutlu bir model oluşturulmuştur. Bu model doğrultusunda 56 maddeden oluşan deneysel form uzman görüşüne sunulmuştur. Uzmanlardan alınan cevaplar doğrultusunda maddelerin kapsam geçerlik oranları belirlenmiş ve kapsam geçerlik oranı .80’in altında değer alan maddeler çalışma kapsamından çıkarılmıştır. 45 maddeden oluşan pilot uygulama formu, 2015-2016 öğretim yılında, okul öncesi, ilk ve orta öğretim alanlarında görev yapan öğretmenlere uygulanmış ve toplam 421 öğretmenden elde edilen veriler analiz edilmiştir. Açımlayıcı Faktör Analizleriyle (AFA) “Farkındalık”, “Tutum”, “Bilgi” ve “Beceri” olmak üzere dört alt boyut (yeterlik bileşenleri) ve toplam 42 maddeden oluşan bir yapıya ulaşılmıştır. Analizlerde ölçeğin alt boyutları arasındaki ilişkiye bakılmış ve faktörlerin birbirleriyle olumlu ve anlamlı ilişki içinde olduğu görülmüştür. Bu durumda ölçeğin modeli desteklediği sonucuna ulaşılmıştır.
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  • Turkish

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