The Mathematical Development Beliefs Survey: Validity and reliability of a measure of preschool teachers’ beliefs about the learning and teaching of early mathematics

2014 ◽  
Vol 13 (3) ◽  
pp. 295-310 ◽  
Author(s):  
Linda M Platas
Keyword(s):  
Preschool Teachers ◽  
Validity And Reliability ◽  
Mathematical Development ◽  
Early Mathematics ◽  
Learning And Teaching ◽  
Teachers Beliefs ◽  
Survey Validity

scholarly journals The Turkish adaptation study of The Mathematical Development Beliefs Scale

2018 ◽  
Vol 8 (2) ◽  
pp. 211-228 ◽  
Author(s):  
Hilal Karakuş ◽  
Berrin Akman ◽  
Özkan Ergene
Keyword(s):  
Factor Analysis ◽  
Preschool Teachers ◽  
Reliability And Validity ◽  
Alpha Coefficient ◽  
Translation Process ◽  
Mathematical Development ◽  
National Education ◽  
Teachers Beliefs ◽  
Confirmatory Factor ◽  
State Schools

The purpose of this study was to examine the reliability and validity of the Turkish adapted version of Mathematical Development Beliefs Scale developed by Platas (2015). The scale can also be used to determine preschool teachers’ beliefs about Mathematics education. After obtaining the permission from the developer of the questionnaire, the items of the questionnaire were run through a double-translation process where they were first translated into Turkish and then, retranslated into English. Then, the scale was sent to an expert in the field and the necessary corrections were made. The research was carried out with 203 preschool teachers working at kindergartens in state schools of the Ministry of National Education (MEB) and at kindergartens in private schools in Ankara. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were applied to the collected data. Based on these analyses, it was found that the adapted scale into Turkish consisted of 40 items, which were and gathered under four factors. The Cronbach alpha coefficient for the overall scale was .86. Test-retest correlation coefficient was found as r= .87. These values indicate that the questionnaire is highly reliable. The scale is found to be valid and reliable and appropriate to use in Turkish culture.

scholarly journals Mobile Teacher Professional Development (MTPD): Delving into English Teachers’ Beliefs in Indonesia

2020 ◽  
Vol 21 (4) ◽  
pp. 143-160
Author(s):  
Jepri Ali Saiful
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Mobile Phones ◽  
Qualitative Interviews ◽  
English Teachers ◽  
Structured Interview ◽  
Validity And Reliability ◽  
Teachers Beliefs ◽  
Teacher Professional ◽  
Potential Use

In recent years, mobile phones have been used for teacher professional development (TPD). However, the potential use of smartphones, a current-generation of mobile phones, to develop teachers’ pedagogical, social, personal, and professional competences remains underexplored. This mixed methods study, examining the potential use of smartphones for TPD by delving into English teachers’ beliefs, employed a sequential explanatory approach. A quantitative survey was completed by 81 participants, followed by qualitative interviews with 8 selected participants. All the respondents were English teachers in elementary, junior, and senior high schools in 11 provinces in Indonesia. The survey was tested for validity and reliability, and analysed using the descriptive statistics method, while the semi-structured interview was analysed using the content analysis method. Almost all teachers had very favourable and favourable beliefs about the use of smartphones for TPD, perceiving that a smartphone could facilitate the enhancement of their pedagogical knowledge, communication skills, positive characters and English proficiency. Very few teachers had unfavourable beliefs, but among those who did, they believed traditional face-to-face TPD was more beneficial and that smartphones would only lead to addiction. This study recommends that smartphones be optimally applied by English teachers for TPD activities and that governments facilitate such implementation by constructing smartphone TPD models and applications.

scholarly journals Using Electronic Assessment System in Higher Education: Challenges and Solutions for Lectures, Students and Institutions

2019 ◽  
Vol 8 (2S9) ◽  
pp. 673-678
Keyword(s):  
Higher Education ◽  
Formal Education ◽  
Technology Development ◽  
Assessment System ◽  
Assessment Process ◽  
Successful Implementation ◽  
Validity And Reliability ◽  
Learning And Teaching ◽  
Electronic Assessment ◽  
Assessment Systems

Assessment is an important component of education especially in the context of the learning and teaching environment. In higher education, assessment is the heart of formal education. Nowadays, technology plays an important role in the assessment process. Therefore, using technology development has an impact on improving the assessment system. Focus on the using of electronic assessment (e-assessment) systems is increasingly developing at the higher education level. Technological developments have led to a shift in concepts and ways of assessing moving from face-to-face assessment to digital-based assessment, namely an end-to-end assessment process using ICT. E-assessment system is provides many benefits for the effectiveness and efficiency of learning in higher education for lecturers, students and institutions. Many e-assessment models are developed to meet various objectives, especially in the purpose of educational learning. However, there are many challenges in its process and application. This paper aims to provide an example of e-assessment system application, describe challenges in the use of e-assessment systems in higher education based on literature, journals and research results and provide recommendations on how to deal with all of these challenges so that the assessment objectives can be achieved. The method that used is to figure out and describe qualitatively. Overall conclusion is the e-assessment system has become one of the requirements in higher education with many models. There are still many questions for lecturers, students and institutions that pose challenges in the application of e-assessments related to validity and reliability, accuracy, fairness, security, infrastructure and human resources. Based on this fact then the recommendation of these challenges in the successful implementation of e-assessment in higher education are paying attention to the characteristics of e-assessment, designing assessments according the needs, and creating a complete and accessible assessment system for all.

scholarly journals Pengetahuan Guru Prasekolah Mengenai Ciri-Ciri Murid Masalah Pembelajaran

2020 ◽  
Vol 4 (2) ◽  
pp. 45-53
Author(s):  
Nusaibah Wan Fatul ◽  
Aliza Alias
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Preschool Teachers ◽  
Single Case ◽  
Learning Difficulties ◽  
Movement Control ◽  
Validity And Reliability ◽  
Knowledge Test ◽  
Teaching Aids ◽  
Level Of Knowledge

Abstrak Ciri-ciri murid yang mempunyai masalah pembelajaran boleh dikenal pasti melalui perkembangan kemahiran membaca, mengira, kognitif dan sosio-emosi mereka. Guru prasekolah yang kurang berpengetahuan mengenai ciri-ciri murid bermasalah pembelajaran akan menghadapi pelbagai kesulitan dalam mengajar murid bermasalah pembelajaran. Ini termasuk kesukaran mengawal kelas, tidak dapat memberi perhatian kepada murid bermasalah pelajaran, kesukaran menggunakan bahan bantu mengajar visual atau maujud secara efektif dalam  pengajaran dan pembelajaran murid bermasalah pembelajaran,  dan tidak  dapat berkomunikasi dengan murid tersebut.  Tujuan kajian ini adalah  until mengenal pasti tahap pengetahuan guru prasekolah mengenai ciri-ciri pelajar bermasalah pembelajaran. Kajian ini adalah sebuah kajian kes tunggal (single case) kualitatif. Kajian ini  melibatkan 10 responden  yang terdiri daripada guru-guru sebuah tadika swasta. Kajian ini hanya dijalankan satu tadika sahaja kerana  kekangan  Perintah Kawalan Pergerakan (PKP). Instrumen kajian ini diadaptasi mengikut kesesuaian kajian. Ujian pengetahuan iaitu satu set ujian dengan kaedah pengskoran. Setelah itu, pengumpulan data diikuti dengan penganalisisan data kajian. Dapatan kajian ini menunjukkan guru prasekolah mempunyai tahap pengetahuan yang sederhana mengenai ciri- ciri murid masalah pembelajaran. Oleh itu,  guru-guru prasekolah perlu diberi pendedahan mengenai ciri-ciri murid bermasalah pembelajaran dan strategi  untuk mengajar murid-murid tersebut melalui seminar, kursus atau bengkel. Pengetahuan mengenai ciri-ciri masalah pembelajaran, dapat membantu guru untuk mengawal tingkah laku murid tersebut, memberi perhatian yang sepatutnya, menggunakan bahan bantu mengajar yang efektif dan mendorong murid tersebut dalam komunikasi. Abstract Students with learning difficulties can be identified through their literacy, numeracy, cognitive, social and emotional developments. Preschool teachers without the sufficient knowledge on the  characteristics of students learning difficulties will face  problems in managing the class, paying less attention to the students’ needs and using less visual and realia teaching aids as parts of teaching and learning strategies as well as facing difficulties in communicating with the students. The purpose of this study was to examine the level of knowledge among preschool teachers on the characteristics of learning difficulties. . This study employed the qualitative case study design and   involved only 10 participants from a private kindergarten during Movement Control Order (MCO). The instrument consists of a  knowledge test which was adapted  according to the objective of the study. The validity and reliability were evaluated according to the instrument used. The score of the knowledge test was used to measure the respondents ‘level of  knowledge. The data were gathered and analysed. The findings indicate that preschool teachers  have moderate knowledge on the characteristics of students with learning difficulties. Thus, teachers need to be given exposure in overcoming students’ learning difficulties through seminars, courses or workshops. Through exposure, teachers will be  able to discover effective solutions and learning strategies for the students. The collaboration between teachers and parents is also necessary to cater for the needs of students with learning difficulties.

scholarly journals Investigating Preschool Teachers’ Self-Efficacy in Inclusion Practices in Turkey

2018 ◽  
Vol 11 (9) ◽  
pp. 79
Author(s):  
Osman Ozokcu
Keyword(s):  
Self Efficacy ◽  
Preschool Teachers ◽  
Survey Study ◽  
Educational Institutions ◽  
Validity And Reliability ◽  
Inclusive Practice ◽  
Self Confidence ◽  
Special Education Training ◽  
Laws And Policies ◽  
Descriptive Survey

This study investigated preschool teachers’ self-efficacy levels in inclusion practices in terms of teacher-related demographic variables. The study was designed as a descriptive survey study using quantitative data collection tools. The participants were 318 teachers who are working in preschool educational institutions in the province of Malatya, Turkey. The Teacher Efficacy for Inclusive Practice (TEIP) Scale, which was developed by Sharma, Loreman, and Forlin (2012) and whose validity and reliability studies were carried out by Bayar (2015), was used to determine preschool teachers’ self-efficacy in inclusive practices. The study found that the preschool teachers scored 4.91 out of six points on the TEIP scale, which measures self-efficacy in inclusion practices. The preschool teachers’ age, gender, educational level, and level of interaction with individuals with special needs were not found to affect their scores on the scale significantly; however, their levels of special education training, knowledge of local laws and policies, self-confidence in working with disabled individuals, and experience in working with disabled students were found to affect their scores significantly. The findings of this study were discussed with possible implications for teachers in Turkey.

Preschool Teacher Identity

2016 ◽  
pp. 1914-1942
Author(s):  
Sanja Tatalović Vorkapić ◽  
Lidija Vujičić ◽  
Renata Čepić
Keyword(s):  
Teacher Identity ◽  
Cultural Context ◽  
Preschool Teachers ◽  
Theoretical Models ◽  
Preschool Teacher ◽  
Study Program ◽  
Learning And Teaching ◽  
Education And Care ◽  
Best Teachers

The teaching process cannot be simplified to definitions of the best teachers as those possessing certain desirable teaching behaviours and skills (Katz, 2002). Although there are numerous factors that significantly influence learning and teaching, one might agree that specific teaching roles dominantly determine the quality of preschool teaching processes and learning outcomes. Furthermore, two equally important dimensions that characterize teaching roles, as linked with concepts of identity, are professional and personal dimensions. Therefore, one might be wondering: Who are contemporary preschool teachers? How do they define their self and identity? What determines identity that preschool teachers describe as theirs? Consequently, how do these identities influence the quality of process of early and preschool care and education? Answering these questions is no easy task since the concept of identity is defined in various ways in the more general literature (Beijaard, Meijer, & Verloop, 2004). This chapter is focused on an analysis of preschool teacher identity from three specific aspects. First, since all identity models emphasize the cultural context within which preschool teachers' identity develops and its crucial role, contemporary changes in preschool teacher roles and a new study program called Early and Preschool Teacher Education and Care are analysed in the Croatian context. Secondly, in order to follow contemporary literature, theoretical models of identity are presented. Afterwards, based on such models, the personality traits and temperament of research participants are analysed within the context of preschool teacher identity. Finally, the chapter's third section analyses preschool teachers' values, motives, and narratives.

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