Investigation of the Core Beliefs of the Teacher Candidates through Artificial Neural Networks

Abstract

Introduction:The research aims to investigate the relationship between pedagogical beliefs, epistemological beliefs of teacher candidates as well as their beliefs toward learning.Methods:The study is a quantitative study based on a correlational survey model. Analysis of the data was done through artificial neural networks. The sample consists of fourth-grade students (teacher candidates) in social studies education in Süleyman Demirel University.Results:In this study, it is found that beliefs toward learning are effective regarding pedagogical beliefs, epistemological beliefs.Discussion:Hence, our finding is important in terms of implying that beliefs toward learning are more fundamental than the epistemological beliefs and pedagogical beliefs so that beliefs toward learning should be remedied to educate more qualified teachers.Limitations:There were several limitations to this study. First, the very nature of identifying beliefs is difficult. The second limitation is that this research relied on only teachers’ self-reported data. The third limitation is the population. Our population is small for making more general deductions regarding teacher candidates’ core beliefs such as taking teacher candidates from different geographical areas of Turkey even from different cultures.Conclusion:In this study, it is found that beliefs toward learning are effective regarding pedagogical beliefs, epistemological beliefs and pedagogical beliefs are effective about epistemological beliefs to the same extend. Hence, our finding is important in terms of implying that beliefs toward learning are more fundamental than the epistemological beliefs and pedagogical beliefs so that beliefs toward learning should be remedied to educate more qualified teachers.

Exploration of PYP Practitioner Preschool Teachers’ Science Teaching Practices: The Effect of Pedagogical Beliefs

“…Teachers' pedagogical beliefs express their teaching and learning approaches in the classroom (Liu, 2011;Khader, 2012). Teachers' pedagogical beliefs have an effect on their decisions in the stage of designing teaching (Hamlin & Wisneski, 2012;Duran & Mertol, 2020). Therefore, especially preschool teachers' opinions on how to achieve learning ideally during science teaching and the structure of teaching should be based on a solid pedagogical belief which also depends on the fact that teachers value science, ask thought-provoking questions and have a child-centered pedagogical orientation.…”