The adaptation study of student teachers’ teaching-learning situation preferences scale into Turkish

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dc.contributor.authorOcak, Gürbüz
dc.contributor.authorOcak, İjlal
dc.contributor.authorBoyraz, Serkan
dc.date.accessioned13.07.201910:50:10
dc.date.accessioned2019-07-16T08:21:39Z
dc.date.available13.07.201910:50:10
dc.date.available2019-07-16T08:21:39Z
dc.date.issued2017
dc.departmentYabancı Diller Yüksekokulu
dc.description.abstractThe researches on individual differences and knowledge construction processes in education indicate the importance of the match between teachers’ teaching approaches and students’ preferred learning styles on academic achievements, attitude and improved behaviors in all educational levels. As a result, there is an increase in the number of researches on defining and identifying learning styles preferred by students. The aim of this study is to adapt the questionnaire that is developed by Baeten, Dochy, Struyven, Parmentier and Vanderbruggen (2016), aims to identify student teachers’ instructional preferences and consists of four subdimensions -namely knowledge construction, teacher direction, cooperative learning and passive learning- with 40 items in total into Turkish. The study employs survey method. While the original questionnaire consists of 40 items, in the adapted version six of them were excluded because of either insufficient factor loading or taking place in more than one factor. The remaining 34 items are placed under the four original sub-dimension found in the original questionnaire as follows: knowledge construction 11 items; teacher direction 9 items; cooperative learning 9 items and passive learning 5 items. The reliability coefficients are found to be sufficient in the whole questionnaire and all sub-dimensions. The model is verified in Confirmatory Factor Analysis with a low conformity. © The Turkish Online Journal of Educational Technology.
dc.identifier.endpage107en_US
dc.identifier.issn2146-7242
dc.identifier.issueDecember Special Issue INTEen_US
dc.identifier.scopusqualityN/A
dc.identifier.startpage99en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12451/2277
dc.identifier.volume2017en_US
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSakarya University
dc.relation.ispartofTurkish Online Journal of Educational Technology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectAcademic Achievement
dc.subjectInstructional Preferences
dc.subjectQuestionnaire Adaptation
dc.titleThe adaptation study of student teachers’ teaching-learning situation preferences scale into Turkish
dc.typeArticle

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