Öğretmen Adaylarının Örnek Olaylara Ait Çözüm Stratejilerinin Çok yüzeyli Rasch Model ile İncelenmesi

The study examines primary schoolteacher candidates’ strategies for resolving problems they are likely to encounter as they begin their careers. For this purpose, two case studies were prepared of sample difficult problems teachers may encounter in the classroom (i.e., wetting and theft). Thirty-eight recently graduated schoolteacher candidates were given the two case studies and asked to write solution strategies for them. The strategies were scored using the Solution Strategies Evaluation Rubric by two academicians each from the areas of classroom teaching and guidance and psychological counseling. A four-facet Rasch model was used to analyze the data and case studies, raters, items, and the individuals. The analysis revealed no differences between the case studies; the raters agreed closely on rigidity and generosity.