SINIFLARDA VİDEO KAYDI HAZIR BULUNUŞLUK ÖLÇEĞİNİN GELİŞTİRİLMESİ: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Year 2022, Volume: 12 Issue: 2, 328 - 350, 30.07.2022

Sertaç Arabacıoğlu , Ayse Oguz Unver , Burcu Şenler , Hasan Zühtü Okulu , Yasemin Ozdem Yilmaz , Nilay Muslu

https://doi.org/10.17943/etku.1013535

Abstract

Sınıf ortamlarının video kaydı öğretmen mesleki gelişimini destekleme ve kişisel gelişim için farkındalık ve yetkinlik kazandırma gibi amaçlar doğrultusunda giderek yaygınlaşmaktadır. Öğretmen eğitimcileri veya araştırmacılar, araştırma yönteminde yer verdiği video kullanımı hakkında öğretmenlerin beklenti ve ihtiyaçlarını da göz önünde bulundurmak durumundadır. Mevcut araştırma, öğretmenlerin sınıflarında video kaydı için hazır bulunuşluk durumlarını incelemeye yönelik “Sınıflarda Video Kaydı Hazır Bulunuşluk Ölçeğinin” geliştirilmesi, geçerlik ve güvenirliğinin belirlenmesini amaçlamaktadır. Araştırmada, ilk olarak ölçek maddelerinin geliştirilmesi için sınıflarda video kaydı ve video kameraların öğretmen mesleki gelişiminde kullanımına ilişkin alan yazın incelenmiştir. Ardından 418 öğretmen ile gerçekleştirilen ölçek uygulamaları ile ölçeğin yapı geçerliğini belirlemek amacıyla faktör analizleri; güvenirliğini belirlemek amacıyla Cronbach’s Alpha iç tutarlılık katsayısı, tabakalı Alpha katsayısı, madde-toplam korelasyonu ve boyutlar arası korelasyon analizleri yapılmıştır. Nihai form, 37 maddenin yük verdiği “kamera kullanma bilgisi”, “kayıt yönetimi bilgisi”, “çekim ortamını hazırlama bilgisi”, “kayıt alma öz-yeterlikleri”, “kayıt stresiyle başa çıkma öz-yeterlikleri” ve “video kaydına yönelik tutum” olmak üzere altı boyuttan oluşmaktadır. Sonuç olarak, ölçeğin geçerliği ve güvenirliği konusunda yeterli psikometrik özelliklere sahip olduğu ve alan yazına önemli katkılar sunacağı düşünülmektedir.

Keywords

öğretmen, mesleki gelişim, video kaydı, hazır bulunuşluk, ölçek geliştirme

Supporting Institution

TÜBİTAK (Türkiye Bilimsel ve Teknolojik Araştırma Kurumu)

Project Number

220K080

Thanks

Bu çalışma, TÜBİTAK 1001-Bilimsel ve Teknolojik Araştırma Projelerini Destekleme Programı kapsamında desteklenen 220K080 proje numaralı ve “Hizmet içi Öğretmen Eğitiminde Bilimsel Sorgulama Destekli Çevrim içi Mentörlük (e-Scaffolding) Modelinin Tasarlanması ve Etkililiğinin Değerlendirilmesi” başlıklı proje çerçevesinde gerçekleştirilmiştir.

DEVELOPMENT OF CLASSROOM VIDEO RECORDING READINESS SCALE: A VALIDITY AND RELIABILITY STUDY

Abstract

Video recording of classroom environments is becoming popular for the purposes, such as promoting teacher professional development, and raising awareness and competencies for personal development. Training providers and researchers should also consider teacher expectations and learning needs about video use in their methodologies. The current research aims to develop the "Classroom Video Recording Readiness Scale" to examine the readiness of teachers for video recording in their classrooms and determine the validity and reliability of the scale. In the research, firstly, the use of video cameras in teacher professional development and video recording in the classroom were conceptualized with consecutive sessions for the item development. Then, after administration of the survey with 418 in-service teachers, factor analyzes to determine the construct validity and internal consistency coefficient, stratified alpha coefficient, item-total correlation and correlation between scale dimensions analysis to determine reliability was made. The final form consists of six dimensions loaded with 37 items named “knowledge of the using camera”, “knowledge of management of recording”, “knowledge of preparing the class environment”, “self-efficacy for recording”, “self-efficacy for coping with recording stress” and “attitude towards video recording”. As a result, it is thought that the developed scale has sufficient psychometric properties in terms of validity and reliability tests and will make significant contributions to the literature.

Keywords

teacher, video recording, readiness, professional development, scale development

Project Number

220K080

References

• Balçın, M. D., & Ergün, A. (2016). Technological pedagogical content knowledge (TPCK) self-efficacy scale for pre-service science teachers on material development: development, reliability and validity study. Turkish Journal of Education, 5(3), 130-143.
• Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of social and clinical psychology, 4(3), 359-373.
• Bandura, A. (1995). Exercise of personel and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1-45). Cambridge: Cambridge University Press.
• Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(1), 307-337.
• Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: a primer. Frontiers in Public Health, 6, 149. https://doi.org/10.3389/fpubh.2018.00149
• Borko, H., Whitcomb, J., & Liston, D. (2009). Wicked problems and other thoughts on issues of technology and teacher learning. Journal of Teacher Education, 60(1), 3–7. https://doi.org/10.1177/0022487108328488
• Brunvand, S. (2010). Best practices for producing video content for teacher education. Contemporary Issues in Technology and Teacher Education (CITE Journal), 10(2), 247–256. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ904613&lang=tr&site=ehost-live
• Büyüköztürk, Ş. (2017). Sosyal bilimler için veri analizi el kitabı (23. Baskı). Ankara: Pegem Akademik Yayıncılık.
• Campbell, J. (1996). A comparison of teacher efficacy for pre and in-service teachers in Scotland and America. Education, 117(1), 2–11 https://link.gale.com/apps/doc/A18960211/AONE?u=anon~e5918e93&sid=googleScholar&xid=7ba4f3c6
• Capps, D. K., Crawford & Mark, B. A., & Constas, A. A. (2012). A review of empirical literature on inquiry professional development: Alignment with best practices and a critique of the findings. Journal of Science Teacher Education, 23(3), 291–318. https://doi.org/10.1007/s10972-012-9275-2
• Cochran-Smith, M., & Lytle, S. L. . (1999). Relationships of knowledge and practice : Teacher learning in communities. Review of Research in Education, 24(1999), 249–305. Retrieved from https://www.jstor.org/stable/1167272
• Coyle, D. (2004). Redefining classroom boundaries: learning to teach using new technologies. Canadian Journal of Educational Administration and Policy, 32(1), https://files.eric.ed.gov/fulltext/EJ848230.pdf
• Demirci Güler, M. P. & Irmak, B. (2018). Content analysis of research on technology use in science education, Journal of Kırşehir Education Faculty, 19(3), 2497-2520. https://doi.org/10.29299/kefad.2018.19.03.019
• Deryakulu, D. , Sancar, R. & Ursavaş, Ö. F. (2019). Video kapılma ölçeğinin uyarlama, geçerlik ve güvenirlik çalışması . Eğitim Teknolojisi Kuram ve Uygulama, 9(1), 154-168. https://doi.org/10.17943/etku.439097
• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: toward better. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
• Dwyer, E. E. (1993). Attitude scale construction: A review of the literature. Morristown, TN: Walters State Community College. Retrieved from ERIC Document Reproduction Service No. ED 359201.
• Eagly, A. H., & Chaiken, S. (2007). The Advantages of an inclusive definition of attitude. Social Cognition, 25(5), 582–602. https://doi.org/10.1521/soco.2007.25.5.582
• Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113–136. https://doi.org/10.1348/000709900158001
• Field, A. (2005). Discovering statistics using SPSS (2nd ed.). In Discovering statistics using SPSS (2nd ed.). London: SAGE Publication.
• Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. https://doi.org/10.3102/00028312038004915
• Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41–67. https://doi.org/10.1016/j.edurev.2015.06.001
• Gökçearslan, Ş. , Solmaz, E. & Kukul, V. (2017). Mobil öğrenmeye yönelik hazırbulunuşluk ölçeği: Bir uyarlama çalışması. Eğitim Teknolojisi Kuram ve Uygulama , 7 (1) , 143-157 . https://doi.org/10.17943/etku.288492
• Heath, C., Hindmarsh, J., & Luff, P. (2010). Video in qualitative research: analysing social interaction in everyday life. London: SAGE Publications Ltd. https://doi.org/10.4135/9781526435385
• Hendriks, M., Luyten, H., Scheerens, J., Sleegers, P., & Steen, R. (2010). Teachers’ professional development: Europe in international comparison. In Luxembourg: Office for Official Publications of the European Union. Retrieved from https://doi.org/10.2766/63494
• Kilburn, D. (2014). Methods for recording video in the classroom: Producing single and multi-camera videos for research into teaching and learning (NCRM Working Paper). NCRM. Retrieved from https://eprints.ncrm.ac.uk/id/eprint/3599/
• Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23(1), 21–43. https://doi.org/10.1007/s10648-010-9141-8
• Kleinknecht, M., & Poschinski, N. (2014). Personal and third-party videos in further teacher training - A case study on cognitive and emotional processes in viewing two different types of videos. Zeıtschrıft fur Padagogık, 60(3), 471–490. https://doi.org/10.25656/01:14667
• Kleinknecht, M., & Schneider, J. (2013). What do teachers think and feel when analyzing videos of themselves and other teachers teaching? Teaching and Teacher Education, 33. https://doi.org/10.1016/j.tate.2013.02.002
• Krone, A., Hamborg, K.-C., & Gediga, G. (2002). About error-related emotional reactions in human-computer interaction [Zur emotionalen reaktion bei fehlern in der mensch-computer-interaktion]. Zeitschrift Fur Arbeits- Und Organisationspsychologie, 46(4), 185–200. https://doi.org/10.1026//0932-4089.46.4.185
• Lasagabaster, D., & Sierra, J. M. (2011). Classroom observation: desirable conditions established by teachers. European Journal of Teacher Education, 34(4), 449–463. https://doi.org/10.1080/02619768.2011.587113
• Major, L., & Watson, S. (2018). Using video to support in-service teacher professional development: the state of the field, limitations and possibilities. Technology, Pedagogy and Education, 27(1), 49–68. https://doi.org/10.1080/1475939X.2017.1361469
• Marsh, B., & Mitchell, N. (2014). The role of video in teacher professional development. Teacher Development, 18(3). https://doi.org/10.1080/13664530.2014.938106
• Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teacher College Record, 108, 1017-1054 Retrieved from http://one2oneheights.pbworks.com/f/MISHRA_PUNYA.pdf
• Penuel, W. R., Fishman, B. J., Yamaguchi, R., Associates, A., & Gallagher, L. P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921–958. https://doi.org/10.3102/0002831207308221
• Reeves T. D., & Li, Z. (2012). Teachers' technological readiness for online professional development: evidence from the US e-Learning for Educators initiative, Journal of Education for Teaching, 38(4), 389-406, https://doi.org/10.1080/02607476.2012.707921
• Sherin, M. G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teachıng And Teacher Educatıon, 20(2), 163–183. https://doi.org/10.1016/j.tate.2003.08.001
• Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20–37. https://doi.org/10.1177/0022487108328155
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.1017/CBO9781107415324.004
• Simon, S., Campbell, S., Johnson, S., & Stylianidou, F. (2011). Characteristics of effective professional development for early career science teachers. Research in Science & Technological Education, 29(1), 5–23. https://doi.org/10.1080/02635143.2011.543798
• Şendurur, P., & Yıldırım, S. (2019). Teachers’ computer self-efficacy scale: development and validation. Kastamonu Education Journal, 27(2), 433-441. https://doi.org/10.24106/kefdergi.2497
• Ursavaş, Ö., Şahin, S., & Mcılroy, D. (2014). Technology acceptance measure for teachers: T-TAM / Öğretmenler için teknoloji kabul ölçeği: Ö-TKÖ . Eğitimde Kuram ve Uygulama, 10(4), 885-917. Retrieved from https://dergipark.org.tr/en/pub/eku/issue/5462/74152
• Yeh, Y. F., Lin, T. C., Hsu, Y. S., Wu, H. K., & Hwang, F. K. (2015). Science teachers’ proficiency levels and patterns of TPACK in a practical context. Journal of Science Education and Technology, 24(1), 78–90. https://doi.org/10.1007/s10956-014-9523-7
• Yiğit, M.F., & Seferoğlu, S.S. (2021). Video tabanlı dönüt uygulamalarının algılanan dönüt kalitesi üzerine etkisinin incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 51, 92-122. https://doi.org/10.9779/pauefd.707224.
• Zhang, M., Lundeberg, M., Koehler, M. J., & Eberhardt, J. (2011). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education, 27(2). https://doi.org/10.1016/j.tate.2010.09.015
• Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. (2002). Conditions for classroom technology innovations. Teachers college record, 104(3), 482-515. https://www.tcrecord.org/books/exec.asp?ContentID=10850