Development Of Teachers' Perception Scale Regarding of Visual Arts with NFT: Validity – Reliability Study

Abstract

NFT technology such as the Metaverse, Virtual Reality and Extended Reality will change how educators teach and how students learn. NFT technology will also affect Lifelong Education. The study aimed to develop a scale of 25 items to measure how NFTs create a perception among teachers, providing a new understanding of art. For this purpose of the study, data were collected from 310 teachers (135 teacher samples for exploration and 175 teacher samples for confirmatory factor analysis) teaching in various cities of Turkey. The principal component analysis of the varimax rotation was used to obtain evidence for the scale’s validity. As a result of exploratory factor analyzes, three items were excluded from the survey because their item loads were coincident, and as a result, the scale was reduced to 22 items, and three sub-dimensions emerged. It has been determined that the scale has a structure composed of three factors: “NFT’s contribution to art and artists,” “NFT’s positive contribution to art,” and “NFT’s negative contribution to art.” It was observed that the item test correlation of the scale changed between 0.44-0.88. At the same time, cross-validation analysis was performed to determine whether the scale would produce the same results. When it was applied to similar groups as a result of cross-validation, it was observed that the same result could be obtained when the scale was applied to the same group. Apart from this, to give evidence in terms of the scale’s validity, the re-test and Crα reliabilities were calculated, and it was found to be 0.947.

Exploring the Professional Development Pathways of Graduates from the Master’s Programs in Education: A Tracer Study in a Center of Excellence

“…This result means they pursued the master's program because of personal and professional development. This finding is coherent with the study of Vural and Basaran (2021), as they enumerated selfimprovement and professional development as reasons for pursuing a master's degree. They enrolled in master's degrees for personal and professional development, as evidenced by Table 1.…”

“…They enrolled in master's degrees for personal and professional development, as evidenced by Table 1. Students with great enthusiasm for their careers are generally driven to pursue more education to expand their knowledge and skills in that field (Vural & Basaran, 2021). This finding is consistent with the notion that self-improvement and professional development are significant motivators for earning a master's degree.…”

“…Lowery-Moore et al ( 2016) unveiled that graduate programs help teachers gain confidence and professional identity as school leaders. Yusof (2020) and Vural and Basaran (2021) highlight these advantages of pursuing a master's education. This finding implies that basic education teachers are encouraged to engage in professional education, such as a master's degree, to refresh their knowledge, abilities, and beliefs in their specialty and potentially pursue leadership responsibilities.…”

“…This result may be attributed to specific requirements such as basic education years or higher education assessment cycles. However, promotion may have happened before or will happen after graduation, still making promotion and designation as benefits of acquiring a master's degree (Yusof, 2020;Vural & Basaran, 2021). Specific awards and distinctions were given to the graduates during their master's education and even beyond graduation.…”

“…Other awards include outstanding leader and coach (7.9%) and loyalty awards (5.3%). These awards reward finishing and finally getting their master's degree (Yusof, 2020;Vural & Basaran, 2021).…”