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Öğretmen Adayı Yazma Öz-yeterliği Envanterinin Uyarlanması: Sınıf Öğretmeni Adaylarının Yazma ile ilgili İnançları ve Yazma Başarıları Arasındaki İlişki

Yıl 2021, Cilt: 2 Sayı: 3, 176 - 194, 13.12.2021

İsmail Sarikaya

Öz

Bu araştırmanın amacı öğretmen adayı yazma öz-yeterliği envanterini Türkçeye uyarlamak ve sınıf öğretmeni adaylarının yazma ile ilgili inançları ve yazma başarıları arasındaki ilişkiyi incelemektir. Çalışma iki aşamada gerçekleştirilmiştir. İlk aşamada, ölçek uyarlama aşamaları izlenmiş; 424 sınıf öğretmeni adayından veri toplanmıştır. Envanterin uyarlanması aşamasında 424 sınıf öğretmeni adayından veri toplanarak ölçek uyarlama adımları izlenmiştir. Çalışmanın ikinci kısmı ilişkisel tarama modeline uygun olarak yürütülmüştür. Sınıf öğretmeni adaylarının yazma ile ilgili inançları ve yazma başarıları arasındaki ilişkinin tespiti için 364 sınıf öğretmeni adayından veri toplanmıştır. Ayrıca aday öğretmenlere serbest yazma etkinliği yapılmış ve oluşturdukları metinler, 6+1 Analitik Yazma ve Değerlendirme Rubriği yardımıyla puanlanmıştır. Analizler sonucunda envanterde yer alan ölçeklerin yapı uyumu kontrol edilmiş ve ölçeklerin geçerli ve güvenilir ölçümler sunabileceği görülmüştür. Ayrıca öğretmen adaylarının yazma öz-yeterliği, yazma öğretimi öz-yeterliği ve yazma öğeleri öğretimi öz-yeterliği arasında pozitif yönlü ve anlamlı bir ilişkinin olduğu belirlenmiştir. Bununla birlikte sözü geçen değişkenlerin, yazma başarısının anlamlı birer yordayıcısı olduğu sonucuna ulaşılmıştır. 

Anahtar Kelimeler

Sınıf öğretmeni adayları Yazma Yazma başarısı Yazma öğeleri öğretimi öz-yeterliği Yazma öğretimi öz-yeterliği Yazma öz-yeterliği.

Kaynakça

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  • Akyol, H., & Çetinkaya Özdemir, E. (2018). Bitişik eğik yazı becerilerinin geliştirilmesi: İlkokul üçüncü sınıf örneği. Turkish Studies, 13(4), 299-320. https://doi.org/10.7827/ TurkishStudies.12904
  • Bromley, K. (2007). Best practices in teaching writing. In L. B. Gambrell, L. M. Morrow, & M. Pressley (Eds.), In Best practices in literacy instruction (pp. 243-263). The Guilford Press.
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  • Demir, T. (2014). Yazma öz yeterlik ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. e-Kafkas Eğitim Araştırmaları Dergisi, 1(2), 28-35. https://dergipark.org.tr/tr/download/ article-file/180064
  • Drew, S. V., Olinghouse, N. G., Faggella-Luby, M., & Welsh, M. E. (2017). Framework for disciplinary writing in science Grades 6-12: A national survey. Journal of Educational Psychology, 109(7), 935-955. https://doi.org/10.1037/edu0000186
  • Duran, E., & Özdil, Ş. (2020). İlkokul dördüncü sınıf öğrencilerinin bilgilendirici metin yazma beceri düzeylerinin belirlenmesi. Okuma Yazma Eğitimi Araştırmaları, 8(1), 21-31. https://doi.org/10.35233/oyea.696288 Durmuş, B., Yurtkoru, E. S., & Çinko, M. (2013). Sosyal bilimlerde SPSS'le veri analizi (5. b.). Beta.
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  • Graham, S., Harris, K. R., MacArthur, C., & Fink, B. (2002). Primary grade teachers’ theoretical orientations concerning writing instruction: Construct validation and a nationwide survey. Contemporary Educational Psychology, 27(2), 147-166. https://doi.org/10.1006/ ceps.2001.1085
  • Graham, S., Harris, K. R., Mason, L., Fink, B., Moran, S., & Saddler, B. (2008). How do primary grade teachers teach handwriting? A national survey. Read Writ, 21, 49-69. http://dx.doi.org/10.1007/s11145-007-9064-z Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445-476. http://dx.doi.org/10.1037/0022-0663.99.3.445
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  • Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving the writing, knowledge, and motivation of struggling young writers: Effects of self-regulated strategy development with and without peer support. American Educational Research Journal, 43(2), 295-340. https://doi.org/10.3102/00028312043002295
  • Hodges, T. S., Landau Wright, K., & McTigue, E. M. (2021). The preservice teacher self-efficacy for writing inventory (PTSWI): A tool for measuring beliefs about writing. Assessing Writing, 49, 100545. https://doi.org/10.1016/j.asw.2021.100545
  • James, K. H., Jao, R. J., & Berninger, V. (2017). The development of multileveled writing systems of the brain: Brain lessons for writing instruction. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), In The handbook of writing research (2nd edition, pp. 116–129). Guilford Press.
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Adapting the Preservice Teacher Self-Efficacy for Writing Inventory: The Relationship between Preservice Primary Teachers’ Beliefs about Writing and Their Writing Success

Yıl 2021, Cilt: 2 Sayı: 3, 176 - 194, 13.12.2021

İsmail Sarikaya

Öz

The aim of this study is to adapt the preservice teacher self-efficacy for writing inventory to Turkish and to examine the relationship between preservice primary school teachers' beliefs about writing and writing success. The study was carried out in two stages. At the first stage, scale adaptation steps were followed; data were collected from 424 preservice primary school teachers. The second stage of the study was carried out in accordance with the relational survey model. Data were collected from 364 participants in order to determine the relationship between preservice primary school teachers' beliefs about writing and their writing success. In addition, free writing activity was carried out for the preservice teachers and their texts were scored with the help of 6+1 analytical writing and evaluation rubric. As a result of the analysis, the structural compatibility of the scales in the inventory was checked and it was seen that the scales could provide valid and reliable measurements. In addition, it was determined that there is a positive and significant relationship between pre-service teachers' self-efficacy for writing, self-efficacy for writing instruction, and self-efficacy for teaching writing elements. However, it was concluded that the relevant variables were significant predictors of writing success.

Anahtar Kelimeler

Preservice primary school teacher Writing Writing success Self-efficacy for teaching writing elements Self-efficacy for writing instruction Self-efficacy for writing.

Kaynakça

  • Akdal, D., & Şahin, A. (2014). The effects of intertextual reading approach on the development of creative writing skills, Eurasian Journal of Educational Research, 54, 171-186. https://dergipark.org.tr/en/download/article-file/59884#page=173
  • Akyol, H., & Çetinkaya Özdemir, E. (2018). Bitişik eğik yazı becerilerinin geliştirilmesi: İlkokul üçüncü sınıf örneği. Turkish Studies, 13(4), 299-320. https://doi.org/10.7827/ TurkishStudies.12904
  • Bromley, K. (2007). Best practices in teaching writing. In L. B. Gambrell, L. M. Morrow, & M. Pressley (Eds.), In Best practices in literacy instruction (pp. 243-263). The Guilford Press.
  • Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25-38. https://doi.org/10.1037/a0029692
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Pegem.
  • Byrne, D. (1988). Teaching writing skills (New ed.). Longman.
  • Coker, D. L., Jr., Farley-Ripple, E., Jackson, A. F., Wen, H., MacArtur, C. A., & Jennings, A. S. (2016). Writing instruction in first grade: An observational study. Reading & Writing, 29, 793-832. https://doi.org/10.1007/s11145-015-9596-6
  • Cutler, L., & Graham, S. (2008). Primary grade writing instruction: A national survey. Journal of Educational Psychology, 100(4), 907-919. https://doi.org/10.1037/a0012656
  • Çelik, H.E., & Yılmaz, V. (2016). LISREL 9.1 ile yapısal eşitlik modellemesi: Temel kavramlar-uygulamalar-programlama. Anı.
  • Daly, J. A., & Miller, M. D. (1975). The empirical development of an instrument to measure writing apprehension. Research in the Teaching of English, 9(3), 242-249. https://www.jstor.org/stable/40170632
  • Delican, B. (2016). İlk okuma yazma öğretimine yönelik öz yeterlik ölçeğinin geliştirilmesi. Turkish Studies, 11(3), 861-878. http://dx.doi.org/10.7827/TurkishStudies.9277
  • Demir, T. (2014). Yazma öz yeterlik ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. e-Kafkas Eğitim Araştırmaları Dergisi, 1(2), 28-35. https://dergipark.org.tr/tr/download/ article-file/180064
  • Drew, S. V., Olinghouse, N. G., Faggella-Luby, M., & Welsh, M. E. (2017). Framework for disciplinary writing in science Grades 6-12: A national survey. Journal of Educational Psychology, 109(7), 935-955. https://doi.org/10.1037/edu0000186
  • Duran, E., & Özdil, Ş. (2020). İlkokul dördüncü sınıf öğrencilerinin bilgilendirici metin yazma beceri düzeylerinin belirlenmesi. Okuma Yazma Eğitimi Araştırmaları, 8(1), 21-31. https://doi.org/10.35233/oyea.696288 Durmuş, B., Yurtkoru, E. S., & Çinko, M. (2013). Sosyal bilimlerde SPSS'le veri analizi (5. b.). Beta.
  • Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41, 1149-1160. http://dx.doi.org/10.3758/BRM.41.4.1149
  • Field, A. (2013). Discovering statistics using IBM SPS statistics (4. ed.). Sage.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2015). How to design and evaluate research in education (9. ed.). Mc Graw Hill Education.
  • Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal ofEducational Psychology, 76, 569-582. https://doi.org/10.1037/0022-0663.76.4.569
  • Graham, S., Harris, K. R., Fink, B., & MacArthur, C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5(2), 177-202. https://doi.org/10.1207/S1532799Xssr0502_3
  • Graham, S., Harris, K. R., MacArthur, C., & Fink, B. (2002). Primary grade teachers’ theoretical orientations concerning writing instruction: Construct validation and a nationwide survey. Contemporary Educational Psychology, 27(2), 147-166. https://doi.org/10.1006/ ceps.2001.1085
  • Graham, S., Harris, K. R., Mason, L., Fink, B., Moran, S., & Saddler, B. (2008). How do primary grade teachers teach handwriting? A national survey. Read Writ, 21, 49-69. http://dx.doi.org/10.1007/s11145-007-9064-z Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445-476. http://dx.doi.org/10.1037/0022-0663.99.3.445
  • Güneş, F., Kuşdemir, Y., & Bulut, P. (2017). Yazma öz yeterlik ölçeğinin psikometrik özellikleri. International Journal of Social Science, 58, 101-114. http://dx.doi.org/10.9761/JASSS7109
  • Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving the writing, knowledge, and motivation of struggling young writers: Effects of self-regulated strategy development with and without peer support. American Educational Research Journal, 43(2), 295-340. https://doi.org/10.3102/00028312043002295
  • Hodges, T. S., Landau Wright, K., & McTigue, E. M. (2021). The preservice teacher self-efficacy for writing inventory (PTSWI): A tool for measuring beliefs about writing. Assessing Writing, 49, 100545. https://doi.org/10.1016/j.asw.2021.100545
  • James, K. H., Jao, R. J., & Berninger, V. (2017). The development of multileveled writing systems of the brain: Brain lessons for writing instruction. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), In The handbook of writing research (2nd edition, pp. 116–129). Guilford Press.
  • Karaca, M., & Uysal, H. H. (2021). The development and validation of an inventory on English writing teacher beliefs. Assessing Writing, 47, 100507. https://doi.org/10.1016/j.asw.2020.100507
  • Karakoç Öztürk, B. (2012). İlköğretim ikinci kademe öğrencilerinin yazma kaygılarının çeşitli değişkenler açısından incelenmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(2), 59-72. https://dergipark.org.tr/tr/pub/cusosbil/issue/4390/60354
  • Kaya, B., Ateş, S., Yıldırım, K., & Rasinski, T. (2019). Geri bildirimin ilkokul dördüncü sınıf öğrencilerinin akıcı yazma becerilerine etkisi. Eğitim ve Bilim, 45, 189-205. http://dx.doi.org/10.15390/ EB.2019.8413
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  • Özkara, Y. (2007). 6+1 analitik yazma ve değerlendirme modelinin 5. sınıf öğrencilerinin hikâye edici metin yazma becerilerini geliştirmeye etkisi (Tez No. 206907) [Doktora tezi, Gazi Üniversitesi-Ankara]. Yükseköğretim Kurulu Başkanlığı Tez Merkezi.
  • Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading and Writing Quarterly, 19, 139-158. https://www.uky.edu/~eushe2/Pajares/Pajares2003RWQ.pdf
  • Pajares, F., Hartley, J., & Valiante, G. (2001). Response format in writing self-efficacy assessment: Greater discrimination increases predicction. Measurement and Evaluation in Counseling and Development, 33(4), 214-221. https://doi.org/10.1080/07481756.2001.12069012
  • Pajares, F., & Johnson, M. (1994). Confidence and competence in writing: The role of selfefficacy, outcome expectancy, and apprehension. Research in the Teaching of English, 28(3), 313-331. https://www.jstor.org/stable/40171341
  • Pajares, F., & Johnson, M. (1996). Self-efficacy beliefs and the writing performance of entering high school students. Psychology in the Schools, 33(2), 163-175. https://doi.org/10.1002/ (SICI)1520-6807(199604)33:2<163::AID-PITS10>3.0.CO;2-C
  • Prat-Sala, M., & Redford, P. (2012) Writing essays: does self-efficacy matter? The relationship between self-efficacy in reading and in writing and undergraduate students’ performance in essay writing. Educational Psychology: An International Journal of Experimental Educational Psychology, 32(1), 9-20. http://dx.doi.org/10.1080/01443410.2011.621411
  • Ritter, J. K. (2012). Modeling powerful social studies: Bridging theory and practice with preservice elementary teachers. The Social Studies, 103(3), 117-124. https://doi.org/10.1080/ 00377996.2011.596857
  • Sanders Reio, J., Alexander, P. A., Reio, T. G., & Newmana, I. (2014). Do students’ beliefs about writing relate to their writing self-efficacy, apprehension, and performance? Learning and Instruction, 33, 1-11. https://doi.org/10.1016/j.learninstruc.2014.02.001
  • Sarikaya, İ. (2021). Teaching writing in emergency distance education: The case of primary school teachers. International Journal of Curriculum and Instruction, 13(2), 1923-1945. https://ijci.wcci-international.org/index.php/IJCI/article/view/676/343
  • Sarikaya, İ., & Yılar, Ö. (2018). 6+1 analitik yazma ve değerlendirme ölçeğinin uyarlanması: Güvenirlik ve geçerlik çalışması. 27. Uluslararası Eğitim Bilimleri Kongresi: Değişen Dünyada Eğitim içinde (ss. 497-503). doi: 10.14527/9786052414743
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  • Yıldırım, K., Ateş, S., & Çetinkaya, F. Ç. (2016). Öğretmenlerin okuma ve yazma öğretimine yönelik öz yeterlilik algısı ölçeği’nin türkçe uyarlama çalışması. International Journal of Eurasia Social Sciences, 7(25), 258-270. http://www.ijoess.com/Makaleler/2146189320_15.% 20258270%20Kas%c4%b1m%20Y%c4%b1ld%c4%b1r%c4%b1m.pdf
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  • Yükseköğretim Kurulu. (2018b). Sınıf öğretmenliği lisans programı. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Sinif_Ogretmenligi_Lisans_ Programi09042019.pdf
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Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

İsmail Sarikaya 0000-0002-4870-8345

Yayımlanma Tarihi 13 Aralık 2021
Kabul Tarihi 7 Aralık 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 2 Sayı: 3

Kaynak Göster

APA Sarikaya, İ. (2021). Öğretmen Adayı Yazma Öz-yeterliği Envanterinin Uyarlanması: Sınıf Öğretmeni Adaylarının Yazma ile ilgili İnançları ve Yazma Başarıları Arasındaki İlişki. Eurasian Journal of Teacher Education, 2(3), 176-194.
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