•Self-efficacy was a meaningful variable on teachers’ teaching thinking practices.•Teaching styles were a meaningful predictor on teaching thinking practices.•Facilitating teaching style was more ...meaningful one than others teaching styles.
This paper describes the relationship among elementary teachers’ practices aiming at teaching thinking skills and their self-efficacy towards teaching thinking skills, teaching styles. The sample group consisted of 1003 classroom teachers. For collecting data, three different scales were administered. The fist scale was Teachers’ Classroom Practices for Teaching Thinking Scale, the second one was Teaching Thinking Skills Scale and the last one was Grasha’s Teaching Style Scale. Correlation and causal research designs were used to define the relationship among these variables. In the research, it was found that Facilitator teaching style followed by Self-efficacy. It was also seen that the predictor variable was Facilitator teaching style and the other styles had no effect on the model. Facilitator and delegator teaching styles had an effect on the model, but when self-efficacy was added on the model, it was seen that Delegator teaching style had no effect on the model. The results showed that self-efficacy was a meaningful variable on teachers’ teaching thinking practices. Moreover, teaching style was also a meaningful predictor. Facilitating model was more meaningful one than delegator, expert, authority and personal models.
•The data collected from the teachers from Romania, Spain, Italia, Poland, Bulgaria and Greece.•Teachers’ self-efficacy belief for teaching thinking changed depend on their country, gender, teaching ...filed and professional seniority.•Except the mutual effect of gender and professional seniority, mutual effect of country and gender, gender and teaching field were found significant.•Teachers’ self-efficacy belief for teaching thing were found high in all countries.
The primary aim of the study was to explore how teachers’ self-efficacy belief for teaching thinking change with respect to their countries, genders, teaching fields, professional seniority. To achieve this aim, Teachers’ Self-Efficacy Towards Teaching Thinking Skills Scale was used in the study. The scale was translated into English, Romanian, Spanish, Italian, German, and Polish from the original Turkish form of the scale. Data were collected from 653 teachers from six different countries. MANOVA was conducted to observe the effect of country, gender, teaching field, professional seniority on the dimensions of the scale, Academic Competence, Practice and Design. Furthermore, the mutual effect of gender and teaching field, gender and professional seniority, country and teaching field, country and gender on teachers’ self-efficacy belief for teaching thinking were analysed. The findings indicate that teachers’ self-efficacy belief for teaching thinking changes depending on teachers’ country, gender, teaching field and professional seniority. Except the mutual effect of gender and professional seniority, mutual effect of country and gender, gender and teaching field were found significant. Teachers’ self-efficacy belief for teaching thinking were found high in all countries.
Adaptation of the Epistemological Belief Scale to Kosovo Kervan, Serdan; Tezci, Erdoğan; Morina, Shemsi
European journal of educational research,
01/2021, Letnik:
10-2021, Številka:
volume-10-issue-1-january-2021
Journal Article
Recenzirano
Odprti dostop
The investigation of epistemological beliefs has become important in both pre-service and in-service education of teachers. Different scales have been developed to determine teachers’ epistemological ...beliefs. The same scale yields different results in different cultures especially due to the cultural aspects of education. Therefore, testing the scales in different cultures contributes to their use. Within this framework, the scale developed by Schommer and adapted to Turkish culture by Deryakulu and Büyüköztürk was adapted to Kosovo culture. In the study, whether the Albanian, Bosnian and Turkish versions of the scale support the same factor structure was tested by employing the quantitative research method. First, the Epistemological Belief Scale was translated into Albanian and Bosnian and expert opinion was received. The scale was applied to 200 teachers who serve in schools where education languages are Albanian, Bosnian and Turkish. The scale comprised 35 items and 3 factors. Linguistic equivalence was prioritized, as the study was carried out in Kosovo. The Confirmatory Factor Analysis was employed to confirm the suitability of the three-factor structure of the scale. The analyses were carried out separately for each language and revealed acceptable fit indices. Reliability analysis produced satisfactory results.
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.
The aim of this study is to adapt ICT integration approach scale to Kosovo culture, which measures ICT integration approaches of university faculty to teaching and learning process. The scale ...developed in Turkish has been translated into Albanian to provide linguistic equivalence. The survey was given to a total of 303 instructors 161 (53.1%) females and 142 (46.9%) males for the Confirmatory Factor Analysis of the scale. In the first analysis of the scale, fit indices were obtained in support of 3 factors. However, as a result of 4 different modifications made between 8 items, excellent values were obtained for some of the fit indices. For criterion validity, statistically significant differences were found, in terms of the cognitive and cultural dimensions, between the users who do not use technology or use it very limited and the users who often use technology in the teaching and learning process. As a result of Cronbach's Alpha analysis in the context of internal consistency of the scale, high reliability values have been obtained both in the dimensions of traditional, cognitive and cultural integration and throughout the scale. It has been determined that all items are discriminators as a result of the analysis made by the upper group and lower group technique for item discrimination. Results show that the scale supports the 3 factors in Kosovo culture as well and can be used to determine in what context instructors integrate technology in their teaching and learning process.
The purpose of this study is to develop a scale--acceptable to potential studies in the context of multicultural education--for determining teachers' attitudes, self-efficacy perceptions and beliefs ...regarding necessity of multicultural education. The items of the scale which were developed according to opinions of experts and literature were issued as five-level Likert scale based on teachers' subjective statements. The research was carried out in Kosovo which is the place of duty of native Turkish, Albanian and Bosnian speaking teachers and a culturally rich city. Therefore the scale was translated to Turkish, Bosnian and Albanian languages and applied to ten teachers to provide linguistic equivalence. After linguistic equivalence enabled, exploratory factor analysis have been conducted based on data that derived from 490 teachers in Kosovo. By results of analysis conducted based on varimax rotation, belief scale which has 9 items 2 factors, attitude scale which has 16 items and 3 factors and self-efficacy scale which has 13 items and 3 factors were determined. After factor structures revealed, Confirmatory Factor Analysis (CFA) was conducted. It was observed that fit indices obtained through CFA offer an acceptable value. The Cronbach's alpha reliability coefficients of all and sub dimensions of the scale were determined as high. On one hand it caused limitations that the study to be conducted in just one country on the other hand the country which is a culturally rich sample enhanced acceptability level of the scale. According to results of the study, the scales are available for determining teachers' attitude, belief and self-efficacy in the context of multicultural education.
The current study aimed at identifying Turkish primary school teachers' perceptions of school culture regarding ICT integration in education. In addition, the current study was designed to ...investigate factors that might influence their perceptions. The participants were 1540 primary school teachers. The findings revealed that the teachers' perceptions regarding school culture in both motivational and technical aspects were not positive. Gender, ownership of a personal computer, Internet access, professional experience, and weekly computer use seemed to play an important role in the perceived school culture regarding ICT integration in education.
At the beginning of last century, the curriculum based on constructivist approach which is the essential of education reforms has become a foundation to solution seeking. It is obvious that the ...researches in literature could not provide the desired achievement. Only the existence of programs that are based on student centered approaches are not adequate for the qualified education. Teachers who implement these programs teaching approaches might be appropriate for student centered education perspective. Eventually teachers' teaching approaches affect students' learning styles and their learning process. There are various classifications in literature about teachers' learning and teaching approaches. The two most common classifications are constructivist and traditional approaches. Teachers' learning and teaching perceptiveness are affected by many variables. One of them is epistemological beliefs. Determining teachers' teaching perceptiveness and the epistemological beliefs contribute effective teacher education programs. The success of effort in educational reforms could be possible by pre-service teachers' and teachers' instruction that is based on contribution of epistemological beliefs and teaching approaches. The purpose of this study is to determine the influence of pre-service teachers' epistemological beliefs on teaching approaches. A cross-sectional survey design was employed and data were collected from 990 pre-service teachers in Turkey. Structural equation analysis using Partial Least Squares was used for statistical analysis of the data. Major findings indicated that epistemological beliefs which depend on effort and ability to learn have significant impact on constructivist teaching. The belief reference to existence of an only true has significant effect on traditional teaching. The beliefs which depend on effort have significant negative impact on traditional learning-teaching approach. According to the results of this study, pre-service teachers' believe that learning is based on existence of an only true and innate ability.
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