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Bu araştırma, Marmara Üniversitesi İlahiyat Fakültesi’nde okuyan öğretmen adaylarının öğretmenlik mesleği yeterlik algılarını ölçmeyi amaçlamaktadır. Bu doğrultuda 245 öğretmen adayına öğretmenlik mesleği yeterlik ölçeği uygulanmıştır. Veri toplama aracı olarak anket tekniği kullanılmıştır. Araştırmada kullanılan ölçek “öğrenme-öğretme ortamı ve süreci”, “mesleki ve kişisel gelişim”, ve “mevzuat bilgisi”, “ölçme ve değerlendirme”, “evrensel değerler”, “ilahiyat alan eğitimi bilgisi”, “ilahiyat alan bilgisi”, “eğitim ve öğretimi planlama”, “milli ve manevi değerler” ve “iletişim ve işbirliği” olmak üzere on faktörden oluşmaktadır. Faktörlerin toplam varyansı % 68,42 olmuştur. Verilerin analizinde SPSS İstatistik programı kullanılmıştır. Araştırma problemlerin test edilmesinde Bağımsız Örneklem T Testi, Anova, Welch, LSD ve Dunnett C testleri kullanılmıştır. Testin yapı geçerliği ve güvenirliğini ölçmek için yapılan testte, KMO değeri 0.924; Cronbach Alfa güvenirlik değerleri (on faktör için) “0.91”, “0.89”, “0.87”, “0.89”, “0.81”, “0.83”, “0.76”, “0.85”, “0.83” ve “0.70” bulunmuştur. Araştırma sonucunda, din dersi öğretmen adaylarının öğrenme-öğretme ortamı ve süreci boyutu aritmetik ortalamaları 3,90 (oldukça düzeyinde), mesleki ve kişisel gelişim boyutu aritmetik ortalamaları 4,10 (oldukça düzeyinde), mevzuat bilgisi boyutu aritmetik ortalamaları 2,83 (orta düzeyde), ölçme ve değerlendirme boyutu aritmetik ortalamaları 3,85 (oldukça düzeyinde), evrensel değerler boyutu aritmetik ortalamaları 4,38 (tam düzeyinde), ilahiyat alan eğitimi bilgisi boyutu aritmetik ortalamaları 3,95 (oldukça düzeyinde), ilahiyat alan bilgisi boyutu aritmetik ortalamaları 3,52 (oldukça düzeyinde), eğitim ve öğretimi planlama boyutu aritmetik ortalamaları 3,77 (oldukça düzeyinde), milli ve manevi değerler boyutu aritmetik ortalamaları 4,05 (oldukça düzeyinde), iletişim ve işbirliği boyutu aritmetik ortalamaları 4,15 (oldukça düzeyinde), çıkmıştır. Bu sonuçlar, öğretmen adaylarının öğretmenlik mesleği yeterlik algılarının ortalama “oldukça” düzeyinde olduğunu göstermektedir. Ancak bu algının öğretmen adaylarının kendi görüşleri olduğu unutulmamalıdır. Öğretmen adaylarının mesleki yeterliklerinin daha objektif şekilde tespit edilmesi için akademisyen, uygulama okulu öğretmenlerinin de görüşlerine müracaat edilmelidir.
This research aims to measure the perceptions of teaching profession qualification of teachers candidates studying at the Faculty of Theology at the University of Marmara. In this regard, 245 teachers candidates have been applied the qualification scale of teaching profession. The survey technique is used as a data collection tool. The scale used in the research consists of ten factors, including "learning-learning environment and process", "professional and personal development", and "specific knowledge", "measurement and evaluation", "universal values", "education knowledge in the field of education", "education and teaching planning", "national and spiritual values" and "communication and cooperation". The total variation of the factors was 68.4%. The SPSS statistics program is used for data analysis. In the testing of research problems, independent sampling test, Anova, Welch, LSD and Dunnett C tests were used. In the test to measure the structure validity and reliability of the test, the KMO value was 0.924; the Cronbach Alfa reliability values (for ten factors) were "0.91", "0.89", "0.87", "0.89", "0.81", "0.83", "0.76", "0.85", "0.83" and "0.70". According to the research, the learning-learning environment and process size of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers of the teachers.These findings show that the teacher candidates' teaching profession qualification perceptions are at an average "completely" level.But it should not be forgotten that this perception is that the teachers candidates have their own opinions.In order to determine the professional qualifications of teachers candidates in a more objective way, the academic, the teachers of the practice school should also be discussed.
The aim of this research is to measure the self-efficacy perceptions on teacher competency of religion teacher candidates in Marmara University Faculty of Theology. In this direction, teacher competency scale was applied to 245 religious teacher candidates. Survey technique was used to collect data. The scale consists of ten parts are “learning-teaching environment and process”, “professional and personal development”, “legislation information”, “measurement and evaluation”, “universal values”, “knowledge of theology education”, “knowledge of theology”, “planning education and training” , “national-spiritual values” and “communication and cooperation”. The total variance explained by the scale is % 68,42. In the analysis of the data SPSS Statistic Programme was used. Independent Samples T-test, Anova, Welch, Dunnett C and LSD was used to test research problems. The analysis that is done for construct validity and reliability shows the value of KMO is 0.935 and Cronbach Alpha are “0.91”, “0.89”, “0.87”, “0.89”, “0.81”, “0.83”, “0.76”, “0.85”, “0.83” and “0.70” for ten factors. According to this, religion teacher candidates’s “learning-teaching environment and process” dimension arithmetic mean is 3,90 (good level); “professional and personal development” dimension arithmetic mean is 4,10 (good level); “legislation information” dimension arithmetic mean is 2,83 (medium level); “measurement and evaluation” dimension arithmetic mean is 3,85 (good level); “universal values” dimension arithmetic mean is 4,38 (full level); “knowledge of theology education” dimension arithmetic mean is 3,95 (good level); “knowledge of theology” dimension arithmetic mean is 3,52 (good level); “planning education and training” dimension arithmetic mean is 3,77 (good level); “national-spiritual values” dimension arithmetic mean is 4,10 (good level) and “communication and cooperation” dimension arithmetic mean is 4,15 (good level). These results show that are self-efficacy perceptions on teacher competency of the religious teacher candidates is at “good level” meanly. But it should not be forgotten that this perception is the teacher candidates themselves. In order to determine the professional competencies of teacher candidates more objectively, the opinions of academicians and internship teachers should also be consulted.
Alan : İlahiyat
Dergi Türü : Ulusal
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