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Abstract
This paper presents the development and initial validation of a feedback scale which measures the thoughts and affective reactions of prospective teachers concerning feedback on their teaching experiences. To reach this goal, data from 512 prospective teachers were used to test the internal consistency, exploratory and confirmative factor structure. While exploratory factor analysis was conducted on a random split-half sample of the data to examine the factor structure of the feedback scale items, confirmative factor analysis was conducted in the holdout sample. As a result of these analyses, it has been determined that the scale showed good validity and it has a structure composed of two factors; professional development and anxiety. Also, the reliability of these sub-factors of scale scores was found to be highly reliable. Overall, results suggest that this scale is a valid measurement that should reveal the viewpoints of prospective teachers regarding feedback in the form of observable behaviours for future research.
Notes on contributors
Nalan Akkuzu, PhD, has been working as a research assistant at Department of Chemistry Education, Faculty of Education, Dokuz Eylul University, Izmir, Turkey. She has published in national and international journals on Science and Chemistry Education. Her research interests are teacher training, structural equation modeling, scale development and chemistry education at secondary and university level.
Melis Arzu Uyulgan, PhD, has been working as a research assistant at Department of Chemistry Education, Faculty of Education, Dokuz Eylul University, Izmir, Turkey. She has published in national and international journals on Science and Chemistry Education. Her research fieldworks are teacher training, scale development and chemistry education at secondary and university level.