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Abstract


DEVELOPMENT OF THE SCALE OF TEACHER CANDIDATES’ COMPETENCY ON CONSTRUCTIVIST LEARNING: STUDY OF RELIABILITY AND VALIDITY
This study was performed to develop a scale for measuring teacher candidates’ competency on constructivist learning. An item pool that consisted of 198 items was formed by the researcher and as a result of the evaluations; an 87 itemed scale was developed. For providing the content and face validity of this scale, the opinions of 22 specialists of the subject matter and linguistics were taken and a new scale with 70 items was obtained. This scale was administered to 341 teacher candidates that were being educated at Fırat University, Faculty of Education at 2007–2008 academic year. To determine the validity of this scale; factor analysis, item-total correlations and item discrimination characteristics were examined. Factor loadings varied between .315 and .741. The seven factors obtained as student, teaching process, learning, teacher, assessment, thinking and activity explained % 45.948 of the total variance. Item total correlations varied between .301 and .675. To determine the reliability of this scale; internal consistency and split-half reliability coefficients were examined. Internal consistency coefficients of seven factors varied between .574 and .878 and Cronbach Alpha coefficient for the overall scale was .940. The result of split-half reliability analysis showed that there was a correlation of .908 between two factors. Consequently, it can be said that this scale is a reliable and a valid tool to determine teacher candidates’ levels of competency on constructivist learning.
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Keywords
Constructivist learning, teacher candidate, competency, validity, reliability


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