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    A construct validity study of a measure of pre-service teachers' micro-teaching performance
    (Akdeniz Eğitim Araştırmaları Dergisi, 2019-03-20) Kozan, Kadir
    ABSTRACT: The purpose of the present study was to examine the construct validity of an instrument used to measure the micro-teaching performance of teacher candidates by their supervisor teachers. To serve this purpose, this study employed an exploratory factor analysis and a parallel analysis in addition to a final confirmatory factor analysis conducted with two different samples of supervisor teachers who rated pre-service teachers’ performance. Overall, 477 mentor teachers participated in this study. The current results revealed a strong one-factor structure accompanied by high reliability statistics, which is in line with earlier research and theoretical insights. The identified one factor can be named as teaching effectiveness as measured by the participating mentor teachers.
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    A Construct Validity Study of a Measure of Pre-Service Teachers' Micro-Teaching Performance
    (2019) Kozan, Kadir; Ata, Atakan
    The purpose of the present study was to examine the construct validity of an instrument used tomeasure the micro-teaching performance of teacher candidates by their supervisor teachers. To serve thispurpose, this study employed an exploratory factor analysis and a parallel analysis in addition to a finalconfirmatory factor analysis conducted with two different samples of supervisor teachers who rated pre-serviceteachers’ performance. Overall, 477 mentor teachers participated in this study. The current results revealed astrong one-factor structure accompanied by high reliability statistics, which is in line with earlier research andtheoretical insights. The identified one factor can be named as teaching effectiveness as measured by theparticipating mentor teachers.
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    FACTOR ANALYTIC INSIGHTS INTO MICRO-TEACHING PERFORMANCE OF TEACHER CANDIDATES
    (2018) Ata, Atakan; Kozan, Kadir
    This study investigated the factor structure of the intern keys teacher candidate assessment instrument used toassess 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.
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    Factor analytic insights into micro-teaching performance of teacher candidates
    (International Online Journal of Education and Teaching, 2018) Kozan, Kadir
    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.
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    On the Nth presence for the Community of Inquiry framework
    (Pergamon-Elsevier Science Ltd, 2018) Kozan, Kadir; Caskurlu, Secil
    The purpose of the present study was to provide a comprehensive and descriptive review of the earlier research done on the refinement of the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000, 2001, 2010) that has greatly influenced both research and practice in online education so far. To this end, the current review included peer-reviewed journal articles only by handling them both individually and determining their common theoretical and methodological aspects. The results revealed that previous research produced very significant insights into the revision of the framework by producing four new presence types and seven presence dimensions. However, there were some theoretical, methodological and empirical gaps that need to be addressed in the future. Specifically speaking, these gaps ranged from addressing certain educational contexts to focusing on statistical significance only in some of earlier research. Accordingly, all the findings led to the conclusion that addressing the existing gaps in further research would enrich our understanding of the Community of Inquiry framework thereby adding to the contributions of previous revision studies done on it and positively impacting online learning research and practice.
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    The Prediction of Collaborative EFL Task Achievement by Teaching, Social and Cognitive Presence
    (2018) Heshmati, İrem Sarı; Kozan, Kadir
    This study investigated how well teaching, social and cognitive presence would predict collaborativetask achievement in an English language learning context. Specifically, it was conducted at the prep school of aprivate, not-for-profit university in Turkey. A total of 169 students at a pre-intermediate level of proficiencyparticipated in the study. The study employed an ex post facto research design along with an explanatorysequential mixed method. The survey results were analyzed through a standard multiple regression analysisaccompanied by qualitative data analysis of semi-structured interviews. The interview results were mainly usedfor descriptive purposes. The survey results revealed that the participants regarded the learning environment as acommunity of inquiry; yet, the predictive power of the presences as a group was non-significant. Moreover, thepresences could not significantly predict task achievement individually either. In other words, no predictiverelationship was found between the presences and the collaborative task achievement despite their relativelyadequate levels involved in the target learning context as suggested by survey ratings and interview results.