Abstract

Teachers’ teaching approaches have become an important issue in the search of quality in education and teaching because of their effect on students’ learning. Improvements in teachers’ knowledge and awareness of their own teaching approaches enable them to adopt teaching process in accordance with their students’ learning styles. The Approaches to Teaching Inventory (ATI-R), which has been developed and revised in this framework, is a scale which is effectively used to define teaching approaches in different cultures. Originally written in English, the ATI-R’s validity and reliability results were very positive. The scale’s validity and reliability analyses in different languages and cultures have produced a wide range of different results. The aim of this paper is to adapt the scale in the Turkish language. Firstly, in order to handle linguistic equivalence, data collected from 40 teachers were analyzed, and then for confirmatory and reliability analyses data were collected from 485 teachers. According to the analyses, the scale has two dimensions, and under these two dimensions there are four sub-factors. Reliability and validity results in Turkish culture are also acceptable. As a result, the scale can be administered to define teachers’ teaching approaches in Turkish samples.

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