Abstract
The aim of this research is examine the psychometric properties of the Scale of Beliefs About the Effectiveness of Teacher Education Program developed for the international TEDS-M Study (Tatto et al., 2008). The research was conducted on 583 preservice elementary mathematics teachers from different universities selected randomly from seven different geographical regions of Turkey. As a result of the exploratory factor analysis, it was found that total explained variance was 65% and that the items were grouped under a single factor. Results of confirmatory factor analysis demonstrated that the scale yielded single factor as the original form and that the model was well fit (x2=25.83, df=9, RMSEA=0.08, GFI=0.96, AGFI=0.89, CFI=0.98, NFI=0.97, NNFI=0.95). Corrected item-total correlations ranged 0.78 to 0.84. Internal consistency coefficient was found as 0.90 for the scale. These results show that the Turkish form of the scale is a valid and reliable instrument.
Highlights
Low levels of student achievement in international comparative studies such as PISA(OECD, 2004, 2007, 2010, 2013) force governments to take these statistics into account when issuing education policies (Gür, Çelik ve Özoğlu, 2012)
Exploratory Factor Analysis (EFA) findings showed that the scale had a single factor
After all the quantitative analyses, the findings were evaluated by an expert group consisting of one of the authors, another mathematics education professor and a mathematics teacher
Summary
Low levels of student achievement in international comparative studies such as PISA(OECD, 2004, 2007, 2010, 2013) force governments to take these statistics into account when issuing education policies (Gür, Çelik ve Özoğlu, 2012). Inquiring about the effectiveness of teacher education programs is an important research problem and a serious policy issue. Despite this presumption, there’s a scarcity of related research except a few asssesments which are chronologically the BRIDGES project (1987–1992), “Teacher Education and Learning to Teach Study” project (1985–1990), MT-21 (Mathematics Teaching in 21st Century) (2006) and TEDS – M (Teacher Education and Development Study in Mathematics) 2008. The number of large scale studies on the effectiveness teacher education programs are still insufficient in the world (Aydın, 2014; Cochran-Smith & Zeichner, 2005), there’s still no such studies in Turkey. A valid and reliable adaptation of the TEDS-M “Beliefs About the Effectiveness of Teacher Education Program” scale into Turkish will support such efforts
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