Öğretmen Adaylarının Eğitim İnançlarının Çeşitli Değişkenler Açısından İncelenmesi

Berkant, Hasan Güner; Özaslan, Dildar

doi:10.17494/ogusbd.555081

Cited by 11 publications

(4 citation statements)

References 14 publications

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“…Therefore, it can be said that female preservice teachers have more traditional philosophical views than male pre-service teachers. This result contradicts with the findings of the studies (Alkın-Şahin et al, 2014;Aslan, 2017;Berkant & Özaslan, 2019;Biçer et al, 2013;Kozinoğlu & Erden, 2018;Kumral, 2015;Sönmez-Ektem, 2019;Yılmaz & Tosun, 2013) suggesting that females have contemporary educational philosophies and males have more traditional educational philosophies. On the other hand, no significant difference was observed in the total mean score of the scale and the contemporary EP sub-dimension.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 69%

Investigation of pre-service teachers cognitive awareness and their perspectives on educational philosophy

Yeler

2023

JPSP

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The purpose of this study was to examine pre-service teachers' cognitive awareness of constructivism and perspectives on educational philosophy in their 4th year. A correlational study was conducted on a group of 362 pre-service teachers studying in various programs of the faculty of education, 102 of whom were male and 260 female. Data were collected through the Cognitive Awareness Scale for Constructivist Learning Theory (CASCLT) and the Educational Thought and Applications Scale (ETAS). Analyses of the obtained data were conducted using non-parametric tests and descriptive statistics. According to the results of the analysis, the cognitive awareness level of the pre-service teachers was found to be at a low level, there was no difference in the sub-dimensions of the nature and formation of knowledge and the physical characteristics of the classroom variables according to the gender variable, while a significant difference was found in other sub-dimensions and in terms of the total mean score. In terms of the department variable, significant differences were observed in the sub-dimensions of learning and teaching process and physical characteristics of the classroom. Nevertheless, there were no significant differences in other subdimensions and the mean score as a whole. There was also no significant difference between those who took the philosophy of education course versus those who did not. As a result of gender variables, preservice teachers' perspectives on educational philosophy differed in favor of female preservice teachers in traditional dimensions, but there were no differences when it came to taking philosophy of education courses or not and department variables. Finally, an examination of the correlation between pre-service teachers' cognitive awareness of constructivism and their opinions on educational philosophy revealed a positive and low level correlation.

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Section: Discussion Conclusion and Suggestionsmentioning

confidence: 69%

Investigation of pre-service teachers cognitive awareness and their perspectives on educational philosophy

Yeler

2023

JPSP

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“…Çelik and Orhan (2016), on the other hand, found no difference in the educational beliefs of pre-service teachers in their study. In these studies on the educational belief dimensions of pre-service teachers in the literature, educational beliefs were high in the dimension of contemporary phlisophy of education (Alkın-Şahin, Tunca, & Ulubey, 2014; Aslan, 2017;Berkant & Özaslan, 2019;Biçer, Er & Özel, 2013;Demirtaş & Battal Karaduman, 2016;Gökbulut, 2020;Kahramanoğlu & Özbakış, 2018;Sönmez Ektem, 2019;Tunca, Alkın-Şahin, & Oğuz, 2015;Yaralı, 2018;Yılmaz, Altınkurt, & Oğuz, 2012). In addition, Eğmir (2019) concluded that teachers and pre-service teachers generally had a belief in contemporary philosophy of education, in a study that analyzed studies conducted in Türkiye on educational beliefs.…”

Section: Discussionmentioning

confidence: 99%

The effect of mobile-assisted online flipped learning process on pre-service teachers' information literacy skills and educational beliefs

İNAN¹,

Kılıçer

2022

Journal of Educational Technology and Online Learning

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In today's world, where the accessibility of information is increasing thanks to the development and transformative effect of technology, the use of technology in the education system is now indispensable. The use of technology in the learning experiences of students, who are defined as digitally native in particular, has facilitated both the design of activities more appropriate for their learning habits and the application of contemporary methods based on the constructivist approach. The pandemic process has increased the application of constructivist methods and the importance of research on these methods in order to increase the quality of distance education. In this context, the effect of the mobile assisted online flipped learning experience on pre-service teachers' information literacy skills and their educational beliefs was examined. A total of 74 pre-service teachers studying in the first year of the Guidance and Psychological Counseling Department of Tokat Gaziosmanpaşa University, Faculty of Education, participated in the study, which was carried out in a four-week period. The research was designed according to the quasi-experimental design with pretest-posttest control group. In the study, the pre-service teachers in the experimental group taught the selected topics within the scope of the Instructional Design course online through the mobile assisted flipped learning model, while the preservice teachers in the control group taught the same topics online through the traditional model. Before and after the process, measurement tools were applied to both groups, and the differences between and within groups were evaluated. In addition, by conducting a focus group interview with the pre-service teachers in the experimental group, their experiences about the process were tried to be understood in depth. As a result of the research, it was determined that the flipped learning model is also an effective method in the distance education process, and the course conducted through the mobile assisted online flipped learning model contributes to the increase of the information literacy level and edicational beliefs by improving the different skills of the pre-service teachers.

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“…Bu araştırma sonucundan da hareketle, öğretmenlerin daha çok çağdaş eğitim felsefelerini benimsemeleri onların sınıf ortamında birey merkezli metodolojileri temel alarak, katı ve otoriter disiplin anlayışından uzak duracakları söylenebilir. Ayrıca öğretmenlerin Türkiye'de yürürlükte olan yapılandırmacı eğitim yaklaşımını benimsemiş olabileceklerinin de sonucu etkilediği söylenebilir (Berkant & Özaslan, 2019). Alan yazın incelendiğinde bazı öğretmenlerin aynı anda birden fazla eğitim felsefesi benimseyebilecekleri de görülmüştür (Hayırsever & Oğuz, 2017;Koçak, Ulusoy & Önen, 2012).…”

Section: Tartışma Sonuç Ve öNerilerunclassified

“…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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Öğretmen Adaylarının Eğitim İnançlarının Çeşitli Değişkenler Açısından İncelenmesi

Cited by 11 publications

References 14 publications

Investigation of pre-service teachers cognitive awareness and their perspectives on educational philosophy

Investigation of pre-service teachers cognitive awareness and their perspectives on educational philosophy

The effect of mobile-assisted online flipped learning process on pre-service teachers' information literacy skills and educational beliefs

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

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