ABSTRACT

This study details the development of the Critical Literacy Beliefs Survey (CLBS) with a sample of U.S. pre-service teachers (N = 405) and provides evidence of validity for developing measures of pre-service teachers’ critical literacy beliefs. The CLBS was created to gather data on pre-service teachers’ beliefs about critical literacy and answer the question: What is the internal factor structure of the Critical Literacy Beliefs Survey (CLBS), and what evidence of validity do scores from the CLBS provide? The validation of the CLBS and item development resulted in a three-phase process, including cognitive interviews, expert review of items, and survey data collection. Each phase involved a review of the data aligning with each claim. Confirmatory Factor Analysis (CFA) was used to test the CLBS modeled on Lewison et al.’s (2002) four critical literacy dimensions (disrupting the commonplace, interrogating multiple perspectives, focusing on sociopolitical issues, and taking action for social justice). While the qualitative model comprised four factors, the CFA analysis of the CLBS resulted in a three-factor structure with a satisfactory model fit (CFI = .93, TLI = .91, RMSEA = .09, SRMR = .05). We deduced critical literacy tenets that teacher educators can actualize within teacher preparation to cultivate critically-oriented beginning teachers.

摘要

本研究以美国职前教师 ( N= 405)，并为衡量职前教师批判性素养信念的措施提供了有效性证据。创建 CLBS 的目的是收集有关职前教师对批判性素养的信念的数据，并回答以下问题：批判性素养信念调查 (CLBS) 的内部因素结构是什么，CLBS 的分数提供了哪些有效性证据？CLBS 和项目开发的验证分为三个阶段，包括认知访谈、项目专家审查和调查数据收集。每个阶段都涉及对与每个声明相符的数据的审查。验证性因素分析 (CFA) 用于测试以 Lewison 等人 (2002) 为模型的 CLBS 的四个关键素养维度（破坏平凡、审问多种观点、关注社会政治问题、并为社会正义采取行动）。虽然定性模型包含四个因素，但 CLBS 的 CFA 分析产生了一个具有令人满意的模型拟合的三因素结构（CFI = .93，TLI = .91，RMSEA = .09，SRMR = .05）。我们推导出教师教育者可以在教师准备过程中实现的批判性素养原则，以培养批判性导向的初级教师。