Abstract
Teaching thinking skills is core of the curriculum in many cultures. Although curricula have mutual points, the results were different from each other. Having different results of teaching thinking curriculums applied in different countries indicates importance of personal differences of teachers. Defining level of teacher’s self-efficacy makes a contribution to determining success level of curriculum. Developing a global scale contributes both researchers and practitioner while teaching thinking. The aim of this study is to adapt Teachers’ Self-efficacy towards Teaching Thinking Skills Scale (TSTS), developed in Turkish, into English. The scale consists of 20 items. Each item has 5 point Likert type. It has 3 factors as Design, Practice and Academic Competence. For this purpose, firstly linguistic equivalence was analyzed. For linguistic equivalence, both versions of the scale were applied to 28 candidate teachers of English with 20 day intervals. In the second step, Confirmatory Factor Analyses was administrated to data taken from 144 native English teachers. After the analysis, good level fitting indices were found. Cronbach Alpha coefficient value is .94. Construct validity (Convergence and Discriminating validity) study on correlations between sub-dimensions and average explained variance value has good sufficient level. Scale items were found discriminating. Results showed that English version of the scale was statistically valid and reliable.
Highlights
Teaching thinking skills is core of the curriculum in many cultures
After forming English version of the scale, both versions of the scale were applied to 28 candidate teachers of English at 20 day intervals
confirmatory factor analysis (CFA) analysis was administrated in order to determine whether the factor structure of English version, which consists of three factors, was the same its Turkish version or not
Summary
Teaching thinking skills is core of the curriculum in many cultures. Having different results of teaching thinking curriculums applied in different countries indicates importance of personal differences of teachers. Developing a global scale contributes both researchers and practitioner while teaching thinking. The aim of this study is to adapt Teachers’ Self-efficacy towards Teaching Thinking Skills Scale (TSTS), developed in Turkish, into English. Each item has 5 point Likert type It has 3 factors as Design, Practice and Academic Competence. For linguistic equivalence, both versions of the scale were applied to 28 candidate teachers of English with 20 day intervals. Assessing teachers’ level of self-efficacy becomes one of the important part in understanding causes of the different results
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