Construct Validation of the English Language Teaching Reflective Inventory with a Sample of Turkish University EFL Instructors

Autor/in	Yesilbursa, Amanda
Titel	Construct Validation of the English Language Teaching Reflective Inventory with a Sample of Turkish University EFL Instructors
Quelle	In: English Language Teaching, 6 (2013) 5, S.28-37 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Construct Validity; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Factor Analysis; Factor Structure; Teacher Attitudes; College Faculty; Reflective Teaching; Measures (Individuals); Metacognition; Teacher Education; Higher Education; Moral Values; Affective Behavior; Criticism; Teaching Methods; Turkey + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Faktorenanalyse; Faktorenstruktur; Lehrerverhalten; Fakultät; Messdaten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehrerausbildung; Lehrerbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Moral value; Ethischer Wert; Affective disturbance; Active behaviour; Affektive Störung; Kritik; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
Abstract	Although Reflective Practice is a popular approach to teacher education, there have been some recent criticisms regarding its effectiveness in students learning. Some researchers have put this down to the fact that the concept has not been operationalised, and it is thus impossible to set up empirical studies. The current study was conducted to examine the construct validity in a Turkish higher education context of a recent inventory which was designed to measure the reflective practice of teachers of English as a Foreign Language. The sample was a group of instructors (n = 173) working on the English language preparatory programs of four state-run universities in Turkey. The original model suggested six factors: cognitive, meta-cognitive, critical, practical, affective and moral. The factor structure of the instrument was examined using exploratory factor analysis with SPSS 13.0, and confirmatory factor analysis with AMOS 16.0. The results of the current study showed similarity with those of the original study. Specifically, the cognitive, meta-cognitive and critical factors remained largely intact, and the affective and moral factors were not validated. However, the practical factor was reduced from 7 to 3 items. The implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01