SCALE FOR PRE-SERVICE SCIENCE TEACHERS’ KNOWLEDGE IN DESIGNING INCLUSIVE LEARNING: CONSTRUCTION, VALIDATION, AND RELIABILITY
Keywords:
Backward Design, Inclusive Pre-Service Teachers, Scale Validation, TPACK, UDLAbstract
Scale development is essential in testing constructs and variables in social research, including education. Scales that meet the rules of validity and reliability are developed using standardized procedures. This research focuses on scale production to create reliable and valid construct measures to assess teacher knowledge in designing inclusive learning, using three frameworks, namely Technological Pedagogical and Content Knowledge, Backward Design, and Universal Design for Learning. Research on this issue involves measuring organizational and psychological constructs, which present unique challenges because they are generally unobservable, very abstract, often complex, and may consist of several different components. As a result of this complexity, developing this scale was challenging. The production of this scale followed Boateng et al., and the field test involved 259 pre-service teachers. The Rasch Rating Scale Model analysis was used to test the scale and produced 18 items that have high reliability (0.96). This scale can be used nationally to assess teachers' ability to implement inclusive education. The scale also applies as a teacher self-assessment tool for developing their competence.
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References
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Bond, T. G., Yan, Z., & Heene, M. (2020). Applying the rasch model: Fundamental measurement in the human sciences. https://doi.org/10.4324/9780429030499.
Boone, W. J., & Staver, J. R. (2020). Advances in Rasch Analyses in the Human Sciences. https://doi.org/10.1007/978-3-030-43420-5.
Boschman, F., McKenney, S., & Voogt, J. (2015). Exploring teachers’ use of TPACK in design talk: The collaborative design of technology-rich early literacy activities. Computers & Education, 82, 250–262. https://doi.org/10.1016/j.compedu.2014.11.010.
Burton, M., Krall, J., Devlin, C., Hannon, M., James, K., Rice, K., Blak, T., & Strang, A. (2010). Universal Design for Learning in BC. Special Education Technology - British Columbia.
Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309–319. https://doi.org/10.1037/1040-3590.7.3.309.
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Iqbal, M., Farida, L. Z. N., & Win, K. T. (2023). The influence of student attitudes on learning achievement. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 7(2), 92-98. https://doi.org/10.22437/jiituj.v7i2.26697.
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Jaipal-Jamani, K., & Figg, C. (2015). A case study of a TPACK-based approach to teacher professional development: Teaching science with blogs. Contemporary Issues in Technology and Teacher Education, 15(2), 161–200.
Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259–1269. https://doi.org/10.1016/j.compedu.2010.05.022.
Jones, K. A., Vermette, P. J., & Jones, J. L. (2009). An integration of backwards planning unit design with the two-step lesson planning framework. Education, 130(2), 357-360.
King-Sears, M. (2009). Universal design for learning: Technology and pedagogy. Learning Disability Quarterly, 32(4), 199-201. https://doi.org/10.2307/27740372.
King-Sears, M. E., Johnson, T. M., Berkeley, S., Weiss, M. P., Peters-Burton, E. E., Evmenova, A. S., Menditto, A., & Hursh, J. C. (2015). An exploratory study of universal design for teaching chemistry to students with and without disabilities. Learning Disability Quarterly, 38(2), 84–96. https://doi.org/10.1177/0731948714564575.
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Koh, J. H. L., Chai, C. S., & Lim, W. Y. (2017). Teacher professional development for TPACK-21CL Effects on teacher ICT integration and student outcomes. Journal of Educational Computing Research, 55(2), 172–196. https://doi.org/10.1177/0735633116656848.
Krosnick, J. A., & Presser, S. (2009). Question and questionnaire design. In W. JD & M. PV (Eds.), Handbook of Survey Research (pp. 263–314). Elsevier.
Lim, C. P., & Chai, C. S. (2008). Teachers’ pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons. British Journal of Educational Technology, 39(5), 807–828. https://doi.org/10.1111/j.1467-8535.2007.00774.x.
Linacre, J. M. (1999). Investigating rating scale category utility. Journal of outcome measurement, 3(2).
Loevinger, J. (1957). Objective Tests as Instruments of Psychological Theory. Psychological Reports, 3(3), 635-694. https://doi.org/10.2466/pr0.1957.3.3.635.
Lopez-Torrijo, M., & Mengual-Andres, S. (2015). An attack on inclusive education in secondary education. Limitations in initial teacher training in Spain. Journal of New Approaches in Educational Research, 4(1), 9-17. https://doi.org/10.7821/naer.2015.1.100.
Lowrey, K. A., Classen, A., & Sylvest, A. (2019). Exploring ways to support preservice teachers’ use of UDL in planning and instruction. Journal of Educational Research and Practice, 9(1), 261–281. https://doi.org/10.5590/JERAP.2019.09.1.19.
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Marino, M., Sameshima, P., & Beecher, C. (2009). Enhancing TPACK with assistive technology: Promoting inclusive practices in pre-service teacher education. Contemporary Issues in Technology and Teacher Education, 9, 186-207.
Mason, C., & Orkwis, R. (2005). Universal Design for Learning in Today’s Diverse Schools. In C. f. E. Children (Ed.), Universal design for learning : A guide for teachers and education professionals. Council for Exceptional Children, Pearson Custom [and] Merrill Education.
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McMahon, D. D., & Walker, Z. (2019). Leveraging emerging technology to design an inclusive future with Universal Design for Learning. Center for Educational Policy Studies Journal, 9(3), 75-93. https://doi.org/10.26529/cepsj.63976.
McTighe, J., & Thomas, R. S. (2003). Backward design for forward action. Educational Leadership, 60(5), 52-55.
Ministry of Education and Culture. (2022). Arah kebijakan PPG Prajabatan 2022 (translation: Pre-service teacher training education 2022 policy direction). https://ppg.kemdikbud.go.id/prajab/detail-program-kurikulum
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Niess, M. L. (2007). Developing teacher’s TPCK for teaching mathematics with spreadsheets. Technology and Teacher Education Annual, 18(4), 2238–2245.
Nugroho, N. E., Irianto, J., & Suryanto, S. (2024). A systematic review of indonesian higher education students’ and graduates’ work readiness. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(1), 350-363. https://doi.org/10.22437/jiituj.v8i1.33073.
Ozden, S. Y., Yang, H., Wen, H., & Shinas, V. H. (2024). Reflections from a teacher education course built on the TPACK framework: Examining the impact of the technology integration planning cycle on teacher candidates' TPACK development and practice. Social Sciences & Humanities Open, 9, 100869. https://doi.org/https://doi.org/10.1016/j.ssaho.2024.100869.
Padagas, R. C. (2019). Pre-service teachers' competencies in a work-based learning environment. African Educational Research Journal, 7(3), 130-142. https://doi.org/10.30918/AERJ.73.18.076.
Pasulu, Y. T., Budiyanto, A. B., & Astuti, R. A. (2023). Evaluation of the level of patient satisfaction with pharmacy services at dr. J.P. Wanane, Sorong district. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 7(2), 175-183. https://doi.org/10.22437/jiituj.v7i2.30113.
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Reynolds, H. L., & Kearns, K. D. (2017). A planning tool for incorporating backward design, active learning, and authentic assessment in the college classroom. College Teaching, 65(1), 17-27. https://doi.org/10.1080/87567555.2016.1222575.
Ruthven, K., Hennessy, S., & Brindley, S. (2004). Teacher representations of the successful use of computer-based tools and resources in secondary-school english, mathematics and science. Teaching and Teacher Education, 20(3), 259–275. https://doi.org/10.1016/j.tate.2004.02.002.
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Smith, F. G. (2012). Analyzing a college course that adheres to the Universal Design for Learning (UDL) Framework. Journal of Scholarship of Teaching and Learning, 12(3), 31-61.
Spencer, S. A. (2011). Universal design for learning: Assistance for teachers in today’s inclusive classrooms. Interdisciplinary Journal of Teaching and Learning, 1(1), 10-22.
Subban, P., & Mahlo, D. (2016). ‘My attitude, my responsibility’ investigating the attitudes and intentions of pre-service teachers toward inclusive education between teacher preparation cohorts in Melbourne and Pretoria. International Journal of Inclusive Education, 21(4), 441-461. https://doi.org/10.1080/13603116.2016.1197322.
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Au, W. (2007). High stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258-267. https://doi.org/10.3102/0013189X07306523.
Baker, L. A. e. a. (2014). Collateral scholars’ collaborative new faculty workshop: Professional development for new chemistry faculty and initial assessment of its efficacy. Journal of Chemistry Education, 91(11), 1874-1881. https://doi.org/10.1021/ed500547n.
Blau, I., Peled, Y., & Nusan, A. (2014). Technological, pedagogical and content knowledge in one-to-one classroom: Teachers developing ‘‘digital wisdom’’. Interactive Learning Environments, 13, 1–16. https://doi.org/10.1080/10494820.2014.978792.
Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quinonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A primer. Front Public Health, 6, 149. https://doi.org/10.3389/fpubh.2018.00149.
Bond, T. G., Yan, Z., & Heene, M. (2020). Applying the rasch model: Fundamental measurement in the human sciences. https://doi.org/10.4324/9780429030499.
Boone, W. J., & Staver, J. R. (2020). Advances in Rasch Analyses in the Human Sciences. https://doi.org/10.1007/978-3-030-43420-5.
Boschman, F., McKenney, S., & Voogt, J. (2015). Exploring teachers’ use of TPACK in design talk: The collaborative design of technology-rich early literacy activities. Computers & Education, 82, 250–262. https://doi.org/10.1016/j.compedu.2014.11.010.
Burton, M., Krall, J., Devlin, C., Hannon, M., James, K., Rice, K., Blak, T., & Strang, A. (2010). Universal Design for Learning in BC. Special Education Technology - British Columbia.
Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309–319. https://doi.org/10.1037/1040-3590.7.3.309.
Daugherty, K. K. (2006). Backward course design: Making the end the beginning. American Journal of Pharmaceutical Education, 70(6), 1-5.
Doering, A., Koseoglu, S., Scharber, C., Henrickson, J., & Lanegran, D. (2014). Technology integration in K–12 geography education using TPACK as a conceptual model. Journal of Geography, 113(6), 223–237. https://doi.org/10.1080/00221341.2014.896393.
Dolan, E. L., & Collins, J. P. (2015). We must teach more effectively: Here are four ways to get started. Molecular Biology of the Cell, 25(12), 2151-2155. https://doi.org/10.1091/mbc.E13-11-0675.
Ebert-May, D., Derting, T. L., Hodder, J., Momsen, J. L., Long, T. M., & Jardeleza, S. E. (2011). What we say is not what we do: Effective evaluation of faculty professional development programs. BioScience, 61(7), 550-558. https://doi.org/10.1525/bio.2011.61.7.9.
Florian, L., Young, K., & Rouse, M. (2010). Preparing teachers for inclusive and diverse educational environments: Studying curricular reform in an initial teacher education course. International Journal of Inclusive Education, 14(7), 709-722. https://doi.org/10.1080/13603111003778536.
Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic differences in changing pre-service teachers' attitudes, sentiments and concerns about inclusive education. International Journal of Inclusive Education, 13(2), 195-209. https://doi.org/10.1080/13603110701365356.
Gao, P., Choy, D., Wong, A. F. L., & Wu, J. (2009). Developing a better understanding of technology based pedagogy. Australasian Journal of Educational Technology, 25(5), 714–730. https://doi.org/10.14742/ajet.1117.
Goldem, C. M., & Dore, T. M. (2001). At Cross Purposes: What the Experiences of Today’s Doctoral Students Reveal about Doctoral Education: A Survey Initiated by the Pew Charitable Trusts.
Hayes, D. N. A. (2007). ICT and learning: Lessons from Australian classrooms. Computers & Education, 49(2), 385–395. https://doi.org/10.1016/j.compedu.2005.09.003.
Iqbal, M., Farida, L. Z. N., & Win, K. T. (2023). The influence of student attitudes on learning achievement. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 7(2), 92-98. https://doi.org/10.22437/jiituj.v7i2.26697.
Israel, M., Ribuffo, C., & Smith, S. (2014). Universal design for learning innovation configuration: Recommendations for teacher preparation and professional development. University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center.
Jaipal-Jamani, K., & Figg, C. (2015). A case study of a TPACK-based approach to teacher professional development: Teaching science with blogs. Contemporary Issues in Technology and Teacher Education, 15(2), 161–200.
Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259–1269. https://doi.org/10.1016/j.compedu.2010.05.022.
Jones, K. A., Vermette, P. J., & Jones, J. L. (2009). An integration of backwards planning unit design with the two-step lesson planning framework. Education, 130(2), 357-360.
King-Sears, M. (2009). Universal design for learning: Technology and pedagogy. Learning Disability Quarterly, 32(4), 199-201. https://doi.org/10.2307/27740372.
King-Sears, M. E., Johnson, T. M., Berkeley, S., Weiss, M. P., Peters-Burton, E. E., Evmenova, A. S., Menditto, A., & Hursh, J. C. (2015). An exploratory study of universal design for teaching chemistry to students with and without disabilities. Learning Disability Quarterly, 38(2), 84–96. https://doi.org/10.1177/0731948714564575.
Koh, J. H. L., Chai, C. S., Hong, H.-Y., & Tsai, C.-C. (2015). A survey to examine teachers’ perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK). Asia-Pacific Journal of Teacher Education, 43(5), 378-391. https://doi.org/10.1080/1359866X.2014.941280.
Koh, J. H. L., Chai, C. S., & Lim, W. Y. (2017). Teacher professional development for TPACK-21CL Effects on teacher ICT integration and student outcomes. Journal of Educational Computing Research, 55(2), 172–196. https://doi.org/10.1177/0735633116656848.
Krosnick, J. A., & Presser, S. (2009). Question and questionnaire design. In W. JD & M. PV (Eds.), Handbook of Survey Research (pp. 263–314). Elsevier.
Lim, C. P., & Chai, C. S. (2008). Teachers’ pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons. British Journal of Educational Technology, 39(5), 807–828. https://doi.org/10.1111/j.1467-8535.2007.00774.x.
Linacre, J. M. (1999). Investigating rating scale category utility. Journal of outcome measurement, 3(2).
Loevinger, J. (1957). Objective Tests as Instruments of Psychological Theory. Psychological Reports, 3(3), 635-694. https://doi.org/10.2466/pr0.1957.3.3.635.
Lopez-Torrijo, M., & Mengual-Andres, S. (2015). An attack on inclusive education in secondary education. Limitations in initial teacher training in Spain. Journal of New Approaches in Educational Research, 4(1), 9-17. https://doi.org/10.7821/naer.2015.1.100.
Lowrey, K. A., Classen, A., & Sylvest, A. (2019). Exploring ways to support preservice teachers’ use of UDL in planning and instruction. Journal of Educational Research and Practice, 9(1), 261–281. https://doi.org/10.5590/JERAP.2019.09.1.19.
Mackey, M., Drew, S. V., Nicoll-Senft, J., & Jacobson, L. (2023). Advancing a theory of change in a collaborative teacher education program innovation through universal design for learning. Social Sciences & Humanities Open, 7(1), 100468. https://doi.org/https://doi.org/10.1016/j.ssaho.2023.100468.
Marino, M., Sameshima, P., & Beecher, C. (2009). Enhancing TPACK with assistive technology: Promoting inclusive practices in pre-service teacher education. Contemporary Issues in Technology and Teacher Education, 9, 186-207.
Mason, C., & Orkwis, R. (2005). Universal Design for Learning in Today’s Diverse Schools. In C. f. E. Children (Ed.), Universal design for learning : A guide for teachers and education professionals. Council for Exceptional Children, Pearson Custom [and] Merrill Education.
Massouti, A. (2021). Pre-service teachers’ perspectives on their preparation for inclusive teaching: Implications for organizational change in teacher education. The Canadian Journal for the Scholarship of Teaching and Learning, 12(1). https://doi.org/10.5206/cjsotl-rcacea.2021.1.10611.
McMahon, D. D., & Walker, Z. (2019). Leveraging emerging technology to design an inclusive future with Universal Design for Learning. Center for Educational Policy Studies Journal, 9(3), 75-93. https://doi.org/10.26529/cepsj.63976.
McTighe, J., & Thomas, R. S. (2003). Backward design for forward action. Educational Leadership, 60(5), 52-55.
Ministry of Education and Culture. (2022). Arah kebijakan PPG Prajabatan 2022 (translation: Pre-service teacher training education 2022 policy direction). https://ppg.kemdikbud.go.id/prajab/detail-program-kurikulum
Mitchell, D. R. (2017). Diversities in education: Effective ways to reach all learners. Routledge.
Niess, M. L. (2007). Developing teacher’s TPCK for teaching mathematics with spreadsheets. Technology and Teacher Education Annual, 18(4), 2238–2245.
Nugroho, N. E., Irianto, J., & Suryanto, S. (2024). A systematic review of indonesian higher education students’ and graduates’ work readiness. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(1), 350-363. https://doi.org/10.22437/jiituj.v8i1.33073.
Ozden, S. Y., Yang, H., Wen, H., & Shinas, V. H. (2024). Reflections from a teacher education course built on the TPACK framework: Examining the impact of the technology integration planning cycle on teacher candidates' TPACK development and practice. Social Sciences & Humanities Open, 9, 100869. https://doi.org/https://doi.org/10.1016/j.ssaho.2024.100869.
Padagas, R. C. (2019). Pre-service teachers' competencies in a work-based learning environment. African Educational Research Journal, 7(3), 130-142. https://doi.org/10.30918/AERJ.73.18.076.
Pasulu, Y. T., Budiyanto, A. B., & Astuti, R. A. (2023). Evaluation of the level of patient satisfaction with pharmacy services at dr. J.P. Wanane, Sorong district. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 7(2), 175-183. https://doi.org/10.22437/jiituj.v7i2.30113.
Player-Koro, C. (2013). Hype, hope and ICT in teacher education: A Bernsteinian perspective. Learning, Media and Technology, 38(1), 26–40. https://doi.org/10.1080/13562517.2015.1069266.
Reynolds, H. L., & Kearns, K. D. (2017). A planning tool for incorporating backward design, active learning, and authentic assessment in the college classroom. College Teaching, 65(1), 17-27. https://doi.org/10.1080/87567555.2016.1222575.
Ruthven, K., Hennessy, S., & Brindley, S. (2004). Teacher representations of the successful use of computer-based tools and resources in secondary-school english, mathematics and science. Teaching and Teacher Education, 20(3), 259–275. https://doi.org/10.1016/j.tate.2004.02.002.
Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary education? Computers & Education, 44(3), 343–355. https://doi.org/10.1016/j.compedu.2004.04.003.
Smith, F. G. (2012). Analyzing a college course that adheres to the Universal Design for Learning (UDL) Framework. Journal of Scholarship of Teaching and Learning, 12(3), 31-61.
Spencer, S. A. (2011). Universal design for learning: Assistance for teachers in today’s inclusive classrooms. Interdisciplinary Journal of Teaching and Learning, 1(1), 10-22.
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