FACTOR ANALYTIC INSIGHTS INTO MICRO-TEACHING PERFORMANCE OF TEACHER CANDIDATES

Article Sidebar

PDF
Published: Jan 10, 2018

Main Article Content

Atakan Ata
Bahcesehir University
Kadir Kozan
Bilgi University

Abstract

This study investigated the factor structure of the intern keys teacher candidate assessment instrument used to assess micro-teaching performance of teacher candidates. In other words, the purpose of the current study was to explore the construct validity of the assessment tool which is considered to consist of one overarching construct: teaching effectiveness. To this end, an exploratory factor analysis in addition to a parallel analysis were employed using the ratings of 116 faculty members at various U.S. universities who supervised the teacher candidates’ performance in their final semester. The results indicated a one-factor structure and high reliability indices. All these findings align with theoretical assumptions and call for further factor analytic studies on the instrument using different samples.

Article Details

Issue
Vol. 5 No. 1 (2018)
Section
Articles

Authors retain copyright to their work, licensing it under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License and grant the journal exclusive right  of first publication with the work simultaneously and it allows others to copy and redistribute the work for non-commercial purposes, with an acknowledgment of the work's authorship and initial publication in IOJET and provided that no changes were made on the article.

Author Biographies

Atakan Ata, Bahcesehir University

Atakan Ata, PhD-University of Georgia (Athens, GA), is an assistant professor at Bahcesehir University in Istanbul. Dr. Ata currently teaches education law, educational sciences, and social research methods. His research is focused on promoting student civic engagement, and teachers’ professional development.

Kadir Kozan, Bilgi University

Kadir Kozan, PhD-Purdue University (West Lafayette, IN), is an assistant professor at Bilgi University. His main research interest is pedagogy-rich technology-enabled learning environments. He also has an M.A. and a B.A. degree in English Language Education.

References

Amobi, F. A. (2005). Preservice teachers' reflectivity on the sequence and consequences of teaching actions in a microteaching experience. Teacher Education Quarterly, 32(1), 115-130.

Arsal, Z. (2015). The effects of microteaching on the critical thinking dispositions of pre-service teachers. Australian Journal of Teacher Education, 40(3), 140-153.

Benedict, A., Holdheide, L., Brownell, M., & Foley, A. M. (2016). Learning to Teach: Practice-Based Preparation in Teacher Education. Special Issues Brief. Washington. DC: American Institutes for Research.

Benton-Kupper, J. (2001). The microteaching experience: Student perspectives. Education, 121(4), 830-830.

Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5-13. doi:128.227.169.113

Brouwer, N., & Korthagen, F. (2005). Can teacher education make a difference? American Educational Research Journal, 42(1), 153-224.

Eksi, G. Y., & Asik, A. (2015). Enriching microteaching in teaching English to young learners (TEYL): an action research. International Online Journal of Education and Teaching, 2(1), 26-41.

Elder, T., Ata, A., & Cramer, S. E. (2016). An Evaluation of the Validity and Reliability of the Intern Keys Assessment. Athens, GA: Unpublished report.

Ericsson, K. A. (2014). The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games. Florence, KY: Psychology Press.

Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London: SAGE Publications.

Georgia Department of Education. (2016). Georgia’s Teacher Keys Effectiveness System. Atlanta, GA: Office of School Improvement.

Gorgen, I. (2003). The effect of microteaching practises on student teachers’ views of giving lessons in the classroom. Journal of Hacettepe University Education Faculty, 24, 56-63.

Hennissen, P., Beckers, H., & Moerkerke, G. (2017). Linking practice to theory in teacher education: A growth in cognitive structures. Teaching and Teacher Education, 63, 314-325.

Johnson, D., Johnson, B., Farenga, S., & Ness, D. (2005). Trivializing teacher education: The accreditation squeeze. Lanham, MD: Rowman & Littlefield.

Kornfeld, J., Grady, K., Marker, P., & Ruddell, M. (2007). Caught in the current: A self-study of state-mandated compliance in a teacher education program. Teachers College Record, 109, 1902-1930.

Lenihan, E. (2016). Developing a culture of feedback through microteaching. International Schools Journal, 35(2), 82-85.

MacCallum, R. C., Widaman, K. F., Zhang, S., & Hong, S. (1999). Sample size in factor analysis. Psychological Methods, 4(1), 84–99.

McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education a call for a common language and collective activity. Journal of Teacher Education, 64(5), 378-386.

Nagro, S. A., deBettencourt, L. U., Rosenberg, M. S., Carran, D. T., & Weiss, M. P. (2017). The Effects of Guided Video Analysis on Teacher Candidates’ Reflective Ability and Instructional Skills. Teacher Education and Special Education, 40(1), 7-25.

Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows (3rd ed.). New York, NY: Open University Press.

Rennert-Ariev, P. (2008). The hidden curriculum of performance based teacher education. Teachers College Record, 110, 105-138.

Rust, F.O. (1994). The first year of teaching: It’s not what they expected. Teaching & Teacher Education, 10(2), 205-217.

Schelfhout, W., Dochy, F., Janssens, S., Struyven, K., Gielen, S., & Sierens, E. (2006). Educating for learning-focused teaching in teacher training: The need to link learning content with practice experiences within an inductive approach. Teaching and Teacher Education, 22(7), 874-897.

Sleeter, C. (2008). Equity, democracy, and neo-liberal assaults on teacher education. Teaching and Teacher Education, 24, 1947-1957. State College, PA: Ed & Psych Associates.

Stronge, J. H. (2012). Teacher Effectiveness Performance Evaluation System. Stronge & Associates.

Stronge & Associates. (2016). A validation report of Stronge evaluation system. Stronge & Associates.

Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston: Pearson.

Watkins, M. W. (2000). Monte Carlo PCA for parallel analysis [computer software].

Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of teacher education, 61(1-2), 89-99.

Zeichner, K. (2012). The turn once again toward practice-based teacher education. Journal of Teacher Education, 63(5), 376–382. doi:10.1177/0022487112445789