https://orcid.org/0000-0002-5600-0160
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ABSTRACT
Learning agility is a relatively novel concept and has the potential to be considered an important characteristic of an effective teacher. Thus, a scale to measure it might be beneficial especially for selecting and recruiting teachers. Based on this notion, the purpose of this study was to develop a scale to measure the learning agility of pre-service teachers. Two independent participant groups took part in the study: 311 pre-service teachers in the exploratory phase and 252 pre-service teachers in the confirmatory phase. Exploratory factor analysis revealed that 15 items had significant loadings under five factors explaining 54.64% of the total variance. Confirmatory factor analysis indicated an acceptable fit. Convergent and divergent validity were also established. It was concluded that the Learning Agility Scale is a promising instrument to assess the learning agility of pre-service teachers, which paves the way to making more informed selections among teacher candidates during the recruitment process.
Informed consent
Informed consent was obtained from all individual participants included in the study.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Supplementary material
Supplemental data for this article can be accessed online at https://doi.org/10.1080/13664530.2022.2130420
Additional information
Notes on contributors
Muhammet Fatih Alkan
Muhammet Fatih Alkan works as an assistant professor in the Department of Educational Sciences at Tokat Gaziosmanpasa University. His research interests are teacher education, curriculum development and evaluation, and workplace learning of academics.
Özge Maviş Sevim
Özge Maviş Sevim works as an assistant professor in the Department of Educational Sciences at Tokat Gaziosmanpasa University. Her research interests are teacher education, curriculum development and evaluation, research productivity, and graduate education.