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Establishing Validity of the Thai Mathematics Teaching Efficacy Beliefs Instrument

机译：建立泰国数学教学效能信念工具的有效性

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This article presents our work in translating the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) from English to Thai and our resulting investigation of validity with Thai preservice teachers. The translation process occurred over several meetings between two U.S. mathematics educators and one Thai mathematics educator. To check for reliability the instrument was translated into Thai, back-translated into English, and then cognitive interviews were conducted with native Thai speakers to check for accuracy, meaning, and readability. We used the newly translated Thai-Mathematics Teaching Efficacy Beliefs Instrument (T-MTEBI) to measure teacher efficacy beliefs as they related to Thai preservice mathematics teachers. Eight of the questions measure Mathematics Teaching Outcome Expectancy (MTOE). The mean of the scores on these questions was computed to form a MTOE score for each student. The remaining 13 questions measure Personal Mathematics Teaching Efficacy (PMTE). The mean of these scores was computed to obtain the PMTE score for each student. The mean of all 21 questions was computed to find an overall efficacy score for each student. The results of this study showed that the newly constructed T-MTEBI produced reliability and validity measures comparable to the original MTEBI (Enochs, Smith, & Huinker, 2000).
机译：本文介绍了我们在将数学教学效能信念工具（MTEBI）从英语翻译成泰语方面的工作，以及由此产生的对泰国职前教师的有效性调查。翻译过程是在两名美国数学教育者和一名泰国数学教育者之间的几次会议上进行的。为了检查仪器的可靠性，将仪器翻译成泰文，再翻译成英语，然后与泰文母语人士进行了认知访谈，以检查其准确性，含义和可读性。我们使用最新翻译的泰国数学教学效能信念工具（T-MTEBI）来评估与泰国职前数学教师相关的教师效能信念。其中八个问题用于衡量数学教学成果的期望值（MTOE）。计算这些问题分数的平均值，以形成每个学生的MTOE分数。剩下的13个问题用于衡量个人数学教学效率（PMTE）。计算这些分数的平均值以获得每个学生的PMTE分数。计算所有21个问题的平均值，以找到每个学生的整体效能得分。这项研究的结果表明，新构建的T-MTEBI产生了与原始MTEBI相当的信度和效度度量（Enochs，Smith和Huinker，2000）。

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