Developing a Teacher Trainees' Democratic Values Scale: Validity and Reliability Analyses

Selvi, K.

doi:10.2224/sbp.2006.34.9.1171

Cited by 26 publications

(35 citation statements)

References 16 publications

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“…Çalışma grubunu Ankara Üniversitesi Eğitim Bilimleri Fakültesi'nde öğrenim görmekte olan 400 öğrenci arasından rastgele seçilen 176 dördüncü sınıf öğrencisi oluşturmaktadır. Çalışmada öğretmen adaylarının demokratik değerleri, Selvi (2006) tarafından geliştirilmiş olan "Öğretmen Adayları Demokratik Değerler Ölçeği" ile ölçülmüştür. Öğretmen adaylarının demokratik değerleri,"eğitim hakkı", "dayanışma" ve "özgürlük" alt boyutlarında incelenmiştir.…”

Section: öğRetmen Adaylarının Demokratik Değerlerinin çEşitliunclassified

“…Öğretmenlerin demokratik değerlerinin çeşitli açılardan ele alınıp incelendiği çalışmalar hem görev başındaki öğretmenlere (Okçabol, ve Gök, 1998;Rowland, 2003;Black, 2005;Karadağ, Baloğlu ve Yalçınkayalar 2006) hem de aday öğretmenlere (Eğitim Fakültesi öğrencileri) (Demoulin ve Kolstad, 2000;Karahan, Sardoğan, Özkamalı, Dicle, 2006;Selvi, 2006;Gömleksiz ve Kan, 2008) yönelik olarak yapılmıştır. Ancak özellikle eğitim fakültelerindeki öğretmen adaylarının demokratik değerlerinin araştırılması ve adayların öğretmenliğe başlamadan önceki demokratik değerleriyle ilgili yapılabileceklerin gözden geçirilmesi önemli görülmektedir.…”

Section: Introductionunclassified

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The Examination of Teacher Candidates’ Democratic Values in Terms of Various Variables: the Case of Faculty of Educational Sciences

Akin

Özdemir²

2009

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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ABSTRACT. The purpose of this study was to understand the democratic values of teacher candidates in Ankara University. 176 teacher candidates from Faculty of Educational Sciences in Ankara University constituted the study group. Data were collected using 24-items Teacher Trainees' Democratic Values Scale (TTDVS) scale which was developed by Selvi. The democratic values of teacher candidates were analyzed under three sub-scales: right to education, freedom and solidarity. Results indicate that teacher candidates' democratic values were quite high. Female teacher candidates had more democratic values as compared to male teacher candidates. Similarly those who join in non-governmental organizations (NGO) had more democratic values than those who do not. On the other hand, department and monthly expense had no differential effect on teacher candidates' democratic values.

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Section: öğRetmen Adaylarının Demokratik Değerlerinin çEşitliunclassified

Section: Introductionunclassified

The Examination of Teacher Candidates’ Democratic Values in Terms of Various Variables: the Case of Faculty of Educational Sciences

Akin

Özdemir²

2009

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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“…Based on the review, democratic teacher behavior was summarized under the headings of democratic school, democratic class setting and dimensions (Dewey, 1970(Dewey, /2010aHostetler, 2012;Kubow and Kiney, 2000;Print et al, 2002), democratic belief and democratic attitude (Korkmaz and Gümüşeli, 2013;Selvi, 2006;Subba, 2014;Yeşil, 2010). While writing the items of the scale, key concepts related to democratic teacher behavior were verbalized.…”

Section: Developing Items Of the Scalementioning

confidence: 99%

Development of democratic teacher behavior scale (DTBS)

Özcan¹

2016

Educ. Res. Rev.

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This study aims to develop an instrument that could be used to measure democratic teacher behavior in a valid and reliable manner. The research was carried out in fall semester 2014 to 2015 with a total of 500 high school students recruited from four different schools. Expert opinions were obtained to determine the scale's content validity and face validity. Additionally, exploratory factor analysis and confirmatory factor analysis were performed to assess the construct validity of the scale's measures. Confirmatory factor analysis yielded a construct that is consisted of 17 items and three factors that explained 46,85% of the total variance. These factors were: participation, curriculum and Relations. Findings obtained from confirmatory factor analysis demonstrated that the construct with 17 items and three factors had adequate fit indexes. The reliability of the measures obtained using the three subscales were examined via crombach alpha, which produced reliability coefficients that fell within acceptable limits. Based on the research results, it can be stated that the scale is an instrument that produces valid and reliable measures, and that can be used to determine democratic behavior of teachers. Suggestions for future scale development efforts on democratic teacher behavior are outlined.

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“…Kesici states, "The teacher is the key factor in the process of building a democratic classroom". Citing Hepburn and Selvi [13], he suggests that teachers should use appropriate teaching methods so that students can easily express themselves and their thoughts and ideas. A democratic teacher also needs to be fair, applying rules uniformly and listening to student explanations for misbehavior before making decisions.…”

Section: Concept Of Democratic Valuesmentioning

confidence: 99%

Democratic Values and Democratic Approach in Teaching: A Perspective

Subba¹

2014

EDUCATION

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This paper introduces the importance of Democratic Values and place the role of teachers in the present democratic world. India is the solitary country in the world where greater importance is attached to the teacher. Schools are places where democratic ideals such as equality, freedom, justice are instilled in individuals. Teachers are the ultimate instruments of change. For democracy to continue to thrive, children must be taught to value it as a way of life. The necessary skills for building democracy do not develop automatically in children. Teaching democracy means preparing children to become citizens who will preserve and shape democracy in the future. Therefore democracy should be a key aspect in every form of education at the earliest age possible. Children should learn about taking responsibility for their action. These educational outcomes are only possible through action. While key concepts of democracy should be understood by children, living and acting in a democratic environment is the only and the best exercise. Schools, institutions, children's clubs and organizations and even families that respect democratic principles and have real democratic structures function as the best models to help children learn what democracy is about. The qualities like tolerance, acceptance, a wider view, global awareness, reflection and equal justice rests within the teachers to shape the child in all possible ways to face this competitive world of today. Teachers' beliefs, thoughts and decisions on educational matters occupy the major part of the psychological context of teaching process. Teacher educators should democratize their pedagogy so that their trainees learn understandings and skills of democratic practice throughout their training experience. The appropriate balance between critical components skills, knowledge and dispositions, on one hand, and an open, dynamic and critically engaged curriculum, and teaching and learning conceptual framework, on the other hand has not yet been attained.

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Developing a Teacher Trainees' Democratic Values Scale: Validity and Reliability Analyses

Cited by 26 publications

References 16 publications

The Examination of Teacher Candidates’ Democratic Values in Terms of Various Variables: the Case of Faculty of Educational Sciences

The Examination of Teacher Candidates’ Democratic Values in Terms of Various Variables: the Case of Faculty of Educational Sciences

Development of democratic teacher behavior scale (DTBS)

Democratic Values and Democratic Approach in Teaching: A Perspective

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