Özet:

The purpose of this study is to adapt the Learning to Teach for Social Justice– Beliefs (LTSJ–B) Scale to Turkish and to investigate its psychometric properties. The research was conducted on a study group who consisted of 263 teacher candidates during 2016-2017 education year first semester. Confirmatory Factor Analysis (CFA) was performed in order to measure the scale's construct validity. The CFA results indicated that the two-factor structure in the original form of the scale was confirmed in the Turkish sample. The reliability of the scale was calculated via composite reliability and it was found as .63 for positive and .62 for negative dimension respectively. The item analysis reported that the corrected item total correlations ranged from .31. and .47 for positive, and .26 and .43 for negative dimensions and the differences between the top and bottom 27% groups were significant for all the items (except the item with number 12) included in the scale. Based on these results could be argued that the Turkish form of the scale is reliable and valid instrument that can be used in order to determine teacher candidates’ beliefs for learning to teach for social justice.

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