Müzik Öğretmeni Adaylarının Benimsedikleri Eğitim Felsefelerinin Çeşitli Değişkenler Açısından İncelenmesi

Yokuş, Tuba

doi:10.21666/mskuefd.59611

Cited by 19 publications

(23 citation statements)

References 4 publications

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“…The statistical analyses have revealed that the mean scores of teachers in terms of the educational philosophies are listed in the order as follows: Progressivism, Reconstructionism, Perennialism, and Essentialism. This finding, high mean scores in favor of Progressivism educational philosophy, corroborated to previous research conducted by ; ; Yokuş (2016). On the other hand, in a study by , it was concluded that the participants showed lower level tendencies towards Progressivism and Reconstructionism but moderate level tendencies towards Perennialism and Essentialism.…”

Section: Results Discussion and Suggestionssupporting

confidence: 88%

Teachers’ Opinions on the Philosophical Foundations of the Elementary Teaching Curriculums

Öksüz

Şentürk

2021

Sakarya University Journal of Education

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Education is a system that hands down cultural values and accumulated knowledge of societies to the next generations and that grows citizens in line with the structure of the society. In this system, such issues as purpose of education, how to educate individuals, what to teach and why, and upon which values the education system should be built are associated with the philosophy which form the basis of the education. Each society, therefore, designs their teaching curriculums according to their wishes as to "what kind of individuals societies grow", and these programmes are updated in line with the information and technological developments as well as societal regulations. Further, there have also been several educational reforms in Turkey, and the philosophy of education has been clearly defined. However, the most important role in transmitting the educational philosophy of teaching curriculums to the next generations belongs to teachers who conduct activities through the curriculum with students. In this sense, the core purpose of this paper was to determine elementary school teachers' opinions on the philosophical foundations of the teaching curriculums. Further, this study was to examine if there were statistically differences inb terms of the teachers' sociodemographic characteristics such as gender, age, work experience, workplace, and educational background. A descriptive survey model was used in this study. The data were collected through "the Educational Philosophy Scale", which includes such educational philosophies as perennialism, essentialism, progressivism, and reconstructionism. A total of 239 teachers from different branches teach in primary and elementary schools affiliated to Ministry of Education in Bayburt Province of Turkey were recruited in this study. The data were analyzed via descriptive statistics, including frequency, percentage mean, t-test and ANOVA. The results show that teachers have positive opinions on such educational philosophies as progressivism and reconsructionism. There were also statistically meaningful differences in terms of gender and age variables.

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Section: Results Discussion and Suggestionssupporting

confidence: 88%

Teachers’ Opinions on the Philosophical Foundations of the Elementary Teaching Curriculums

Öksüz

Şentürk

2021

Sakarya University Journal of Education

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“…There are many studies in the literature that aim to find out the educational philosophies adopted by teachers or prospective teachers (Altınkurt, Yılmaz & Oğuz, 2012;Çağırgan Gülten & Batdal Karaduman, 2010;Doğanay & Sarı, 2003;Duman, 2008;Duman & Ulubey, 2008;Ekiz, 2007;Koçak, Ulusoy & Önen, 2012;Önen, 2011;Tekin & Üstün, 2008) and that explain educational philosophies with respect to various variables (Altınkurt, Yılmaz & Oğuz, 2012;Aslan, 2014;Aybek & Aslan, 2017;Head, 2015;Beytekin & Kadı, 2015;Biçer, Er & Özel, 2013;Bilgin, 2007;Çalışkan, 2013;Çetin, İlhan & Arslan, 2012;Doğanay, 2011;Doğanay & Sarı, 2003;Ekiz, 2007;Görmez, 2015;Ilgaz, Bülbül & Çuhadar, 2013;Kaya, 2007;Kumral, 2015;Meral, 2014;Özüdoğru, 2010;Yılmaz, Altınkurt & Çokluk, 2011;Yılmaz & Tosun, 2013;Yokuş, 2016). Also, there are studies in the literature that aimed to reveal prospective teachers' perceptions of competence (Aydın & Boz, 2010;Büyükduman, 2006;Diken, 2006;Gencer & Çakıroğlu, 2007;Gercek, Yılmaz, Köseoğlu & Soran, 2006;Küçükyılmaz & Duban, 2006;Savran & Çakıroğlu, 2001;Uygur (2010;…”

Section: Introductionmentioning

confidence: 99%

The relationship of prospective teachers' educational philosophy and life-long learning tendencies to their teaching-learning process competencies

Şahan

2020

pegegog

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The purpose of this study is to determine the relationship between prospective teachers' tendencies towards educational philosophy and lifelong learning and their teaching-learning process competencies. The study used the descriptive model to determine the current situation and adopted a predictive correlational design to find out the extent to which educational philosophy and lifelong learning tendencies predict teaching-learning process competencies. The study group consisted of 238 prospective teachers. The data were obtained using three scales, namely "Educational Philosophy Tendencies Scale", "Lifelong Learning Tendencies Scale" and "Teaching-Learning Process Competencies Scale". The study revealed that prospective teachers adopted more the philosophy of progressivism and reconstructionism, and their lifelong learning and teaching-learning process competencies were at a high level. The gender variable was effective only in the essentialism dimension in terms of the educational philosophy tendencies. While it was effective in lifelong learning tendencies, it had no effect in teaching-learning process competencies. The branch variable, on the other hand, was effective in all dimensions of educational philosophy tendencies except for perennialism. It was determined that the tendencies towards educational philosophies alone are not predictors of the teaching-learning process competencies. When, however, lifelong learning tendencies and educational philosophies are taken into account together, they predict the teaching-learning process competencies.

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“…Ancak esasicilik eğitim felsefesini erkek öğretmenlerin daha fazla benimsedikleri görülmüştür. İlgili alan yazın incelendiğinde öğretmen veya öğretmen adaylarının cinsiyetlerinin, sahip oldukları eğitim felsefeleri üzerinde bir etki yaratmadığı sonuçlarına ulaşılmıştır (Aybek & Aslan, 2017;Berkant & Özaslan, 2019;Çelik ve Orçan, 2016;Yokuş, 2016). Buna rağmen Kumral (2015) erkek öğretmen adaylarının, öğretim ortamlarına yönelik daha geleneksel (pozitivist, modernist) düşündüğünü; kadın öğretmen adaylarının ise daha popüler (post pozitivist, yapılandırmacı) düşündüklerini belirtmiştir.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Analysis of Education Philosophies Adopted by Teachers in terms of Different Variables

Demir

Aslan

2021

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi

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Bu çalışmada öğretmenlerin benimsedikleri eğitim felsefelerinin çeşitli değişkenler açısından belirlenmesi amaçlanmıştır. Bu amaç doğrultusunda ilişkisel tarama modeli kullanılmıştır. Araştırma verileri 2019- 2020 eğitim öğretim yılının birinci döneminde, farkı branşlardan 265 öğretmene ulaşarak, kolay ulaşılabilir durum örneklemesi yöntemiyle toplanmıştır. Veri toplama aracı olarak Yılmaz, Altınkurt ve Çokluk (2011) tarafından geliştirilen “Eğitim İnançları Ölçeği” kullanılmıştır. Veriler, betimsel istatistikler, t-testi ve tek yönlü varyans analizi (ANOVA) ile çözümlenmiştir. Çalışmada, öğretmenlerin en çok benimsedikleri eğitim felsefelerinin sırasıyla varoluşçuluk, ilerlemecilik, daimicilik, yeniden kurmacılık ve esasicilik olduğu sonucuna ulaşılmıştır. Cinsiyet değişkenine göre sadece esasicilik eğitim felsefesini erkek öğretmenlerin daha fazla benimsedikleri görülmüştür. Öğretmenlerin mezun oldukları fakülte değişkenine göre daimicilik, esasicilik, ilerlemecilik ve varoluşçuluk eğitim felsefelerine göre anlamlı bir farklılık görülmemiştir. Ancak yeniden kurmacılık eğitim felsefesinde eğitim fakültesi mezunu öğretmenler lehine anlamlı bir farklılık görülmüştür. Öğretmenlerin mesleki kıdemleri açısından da benimsemiş oldukları eğitim felsefelerinde anlamlı farklılıklara rastlanmıştır. Öğretmenlerin eğitim durumları, benimsemiş oldukları eğitim felsefesini etkilememiştir. Branşlarına göre bakıldığında ise, sınıf öğretmenlerinin varoluşçuluk eğitim felsefesini daha fazla benimsedikleri görülmüştür.

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Müzik Öğretmeni Adaylarının Benimsedikleri Eğitim Felsefelerinin Çeşitli Değişkenler Açısından İncelenmesi

Cited by 19 publications

References 4 publications

Teachers’ Opinions on the Philosophical Foundations of the Elementary Teaching Curriculums

Teachers’ Opinions on the Philosophical Foundations of the Elementary Teaching Curriculums

The relationship of prospective teachers' educational philosophy and life-long learning tendencies to their teaching-learning process competencies

Analysis of Education Philosophies Adopted by Teachers in terms of Different Variables

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