Öğretmen Adaylarının Eğitim İnançları ile Eleştirel Düşünme Eğilimleri Arasındaki İlişki

Abstract

ABSTRACT:The purpose of the present study is to determine whether there is a relationship between the preservice teachers' educational beliefs and their tendency to think critically. Moreover, the study also looks at whether the critical thinking tendency varies depending on the variables such as gender, the classroom attended, department, the state of book reading habit, and mother and father's education level. The population of this research employing a survey model consists of 908 pre-service teachers of all the departments of the Education Faculty of Ankara University. The data collection instruments of the study are "California Critical Thinking Disposition Inventory" and "Educational Beliefs Scale". Pearson Moments Product Correlation Coefficient, ttest, and ANOVA were used in the analysis of the data. The findings of the study revealed that there were significant relations between the sub-dimensions of the Educational Beliefs Scale and the Critical Thinking Disposition Inventory. Key Words: Educational beliefs, educational philosophy, critical thinking disposition SUMMARY Purpose and significance:The main purpose of this study is to determine whether there is a relationship between the pre-service teachers' educational beliefs and their tendency to think critically. Moreover, to determine whether scores vary depending on the variables of gender, grade level, the attended program, the state of book reading, mother's education level and father's education level. When it is considered that educational beliefs are formed based on educational philosophy, the findings are believed to provide evidence for the theory that there is a strong correlation between philosophy and (critical) thinking. Methods:The study was designed with the survey model. The research population consists of 908 preservice teachers attending all the departments of Ankara University Faculty of Educational Science. In the collection of the data, "California Critical Thinking Tendency Scale" and "Education Beliefs Scale" were used. Pearson Moments Product Correlation Coefficient, t test, and ANOVA were used in the analysis of the data.Results: In the current study, it was found that there was a positive, significant and medium level correlation between the pre-service teachers' critical thinking tendencies and Progressivism and Existentialism sub-dimensions of Education beliefs; a positive, significant and low level correlation between their critical thinking tendencies and Perennialism and Re-constructivism sub-dimensions and a negative, significant and medium level correlation between their critical thinking tendencies and Essentialism sub-dimension. Also the findings obtained in the present study for the limited number of variables investigated in relation to critical thinking tendency and educational beliefs revealed some important differences. Discussion and Conclusions:In light of the findings, it is clear that critical thinking tendencies have a positive correlation with Progressivism and Existentialism sub-dimensions and a negative c...

The Relationship between Prospective Teachers' Critical Thinking Dispositions and Their Educational Philosophies

“…Besides, this study shows that prospective teachers adopt the philosophy of education much more consciously and questioning and they support a student-centered approach. Considering work from the literature related to these findings, Alkın-Sahin, Tunca and Ulubey [25] have emphasized that there is a significant positive correlation between prospective teachers' critical thinking dispositions and educational beliefs. This is likely to support the result of this study.…”

“…This is likely to support the result of this study. Within the studies that examine the relationship between prospective teachers' critical thinking dispositions and learning styles [36], media literacy [37], multicultural attitudes towards education [23], reading habits [38], educational beliefs [25], attitudes towards reading [39] and cognitive awareness [40], the results show that there are significant and positive relationships with the critical thinking dispositions.…”

“…Likewise, some studies have been investigated to examine the relationship between prospective teachers' critical thinking dispositions and different variables [23,24]. There is also one study that analyzes prospective teachers' beliefs in education and their critical thinking dispositions [25]. No study has been found on whether there is a relationship between prospective teachers' educational philosophies and their critical thinking dispositions.…”

Öğretmen Adaylarının Eğitim İnançlarının Çeşitli Değişkenler Açısından İncelenmesi

“…Konu ile ilgili alanyazın tarandığında, çeşitli kıdeme sahip öğretmenlerin eğitim inançlarına ilişkin yapılmış birçok çalışmaya rastlanmıştır (Aslan, 2017;Baş, 2015;Doğanay ve Sarı, 2003;Kahramanoğlu ve Özbakış;2018;Oğuz, Altınkurt, Yılmaz ve Hatipoğlu, 2014;Tunca, Alkın-Şahin ve Oğuz, 2015;Yılmaz ve Tosun, 2013). Ayrıca ilgili alanyazında, öğretmen adaylarının eğitim inançları ile eleştirel düşünme eğilimlerinin, değerlerinin, epistemolojik inançlarının, öz-yeterlik algılarının, öğrenme-öğretme yaklaşımlarının arasındaki ilişkinin belirlenmesi amacıyla yapılan birçok çalışma bulunmaktadır (Alkın-Şahin, Tunca ve Ulubey, 2014;Aybek ve Aslan, 2017;Beytekin ve Kadı, 2015;Biçer, Er ve Özel, 2013;Çakmak, Bulut ve Taşkıran, 2016;Çelik ve Orçan, 2016;Duru, 2014;Hayırsever ve Oğuz;Ilgaz, Bülbül ve Çuhadar, 2013;Kumral, 2015;Şahan ve Terzi, 2015;Yazıcı, 2017).…”

The relationship between teachers’ educational beliefs and their perceptions of multicultural competence

“…Eğitim bilimleri alanında, bireyin öğrenme ve öğretme sürecine ilişkin anlayış, algı ve kanılarını ifade etmektedir (Haney, Lumpe & Czerniak, 2003) Bu açıdan eğitim inançlarının, öğretmenlerin eğitim ve öğretim kavramına ilişkin algılarını, öğretim programları, ortamları ve uygulamalarına dair kararlarını ciddi ölçüde etkilediği ve değiştirdiği düşünülmektedir. Literatürde bireylerin eğitim inançlarının, benimsedikleri eğitim felsefelerine dayalı olarak biçimlendirildiği ifade edilmektedir (Pajares, 1992;Yılmaz, Altınkurt & Çokluk, 2011;Koçak, Ulusoy & Önen, 2012;Alkın-Şahin, Tunca & Ulubey, 2014;Oğuz, Altınkurt, Yılmaz & Hatipoğlu, 2014). Bu açıdan eğitim felsefesi kavramının tanımına ve eğitim inançlarının oluşumundaki rolüne değinmek yerinde olacaktır.…”