Validity and Reliability Study of the Scale about Preservice Elementary Mathematics Teachers’ Opportunities to Teach for Diversity and Reflect on Practice

Abstract

The aim of this research is to examine the psychometric properties of the Scale of Opportunities to Teach for Diversity and Reflect on Practice developed for the international TEDS-M Study (Tatto et al., 2008). The research was conducted on 583 preservice elementary mathematics teachers from different universities selected randomly from seven different geographical regions of Turkey. As a result of the exploratory factor analysis, it was found that total explained variance was 72% and that the items were grouped under two factors. Results of confirmatory factor analysis demonstrated that the scale yielded two factors as the original form and that the model was well fit (x2=192,37, sd=34, RMSEA=0,07, CFI=0,97, GFI=0,93, AGFI=0,88). Corrected item-total correlations ranged from 0,77 to 0,91. Internal consistency coefficient were found as 0,90 for Teach for Diversity subscale and 0,92 for Reflect on Practice subscale. These results show that the Turkish form of the scale is a valid and reliable instrument