Öğretmenleri̇n Eği̇ti̇m Programi Yaklaşimi Terci̇hleri̇ni̇n Çeşi̇tli̇ Deği̇şkenler Açisindan İncelenmesi̇

Karaman, Pınar; Bakaç, Ebru

doi:10.17240/aibuefd.2018..-364651

Cited by 7 publications

(7 citation statements)

References 20 publications

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“…These findings are similar to other research conducted with pre-service teachers regarding epistemological beliefs (Biçer, Er & Özel, 2013, Kürşad, 2015Kanadlı & Akbaş, 2015;Kaya & Ekici, 2015;Erdamar & Alphan 2015;Yenice, 2015;Tezci, Erdener & Satıcı, 2016;İra & Geçer, 2017;Aslan, 2017;Dursun Sürmeli & Ünver, 2017). Likewise, similar results were revealed in research conducted by Karaman and Bakaç (2018) with teachers. On the other hand, Türkan, Aydın and Üner (2016) stated that pre-service teachers' epistemological beliefs are respectively single truth, ability and effort.…”

Section: Discussion Conclusion and Recommendationssupporting

confidence: 90%

Analyzing Pre-service Teachers’ Educational Philosophy Preferences, Curriculum Design Orientation, and Epistemological Beliefs with Structural Equation Model

Börekci¹,

Uyangör

2021

Participatory Educational Research

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The purpose of this study is to examine the partial mediating effect of epistemological beliefs in the correlation between preferences towards educational philosophy and the curriculum design approach of preservice teachers. For this purpose, pre-service teachers' educational philosophy preferences, curriculum design orientation, and epistemological beliefs have been analyzed, and a model has been developed. Three different instruments have been implemented to randomly chosen 568 pre-service teachers in several departments in Necatibey Faculty of Education of Balıkesir University in Turkey. In the analyzing process, first, a measurement model has been developed, and compatibility of the model with real data has tested, second, Pearson correlation coefficients have calculated, and the levels have defined, third, t values have calculated for the direct effect between preference for educational philosophies and curriculum design orientation preference, and at last, the epistemological beliefs have added to the model, and the moderating role on them has calculated. Based on findings, it can be concluded that from the pre-service teachers perspective; there is a positive correlation between widely accepted educational philosophies, and curriculum design orientations and there is a positive correlation between epistemological beliefs in effort and contemporary educational philosophies. In line with that, there is a positive correlation between epistemological belief in effort, and student-oriented design and problemoriented design. Besides educational philosophy preferences (P=.14) and epistemological beliefs (P=.18) have a separate effect on curriculum design orientation, and epistemological beliefs (CIs = -.029 ~ .588) do not have a mediating role on the effect of educational philosophy preferences.

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Section: Discussion Conclusion and Recommendationssupporting

confidence: 90%

Analyzing Pre-service Teachers’ Educational Philosophy Preferences, Curriculum Design Orientation, and Epistemological Beliefs with Structural Equation Model

Börekci¹,

Uyangör

2021

Participatory Educational Research

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“…Teachers' preference for learner-centered design can be attributed to the fact that the fundamentals of the educational philosophy that underpin the curricula (which have been in effect since the 2006 academic year) align with the principles of learner-centered education. Results gathered from previous studies (Baş, 2014;Burul, 2018;Karaman & Bakaç, 2018;Kozikoğlu & Uygun, 2018;Pehlivan & Şahin-Taşkın, 2020;Ünsal & Korkmaz, 2017) in the relevant literature dovetailed with the results of our study. Secondly, teachers' classroom management styles were examined within the context of the first question of the study.…”

Section: Discussion Conclusion and Recommendationssupporting

confidence: 51%

“…There have been various studies encountered in the relevant body of literature where relationships between teachers' approaches to curriculum design and a number of other variables such as their curriculum fidelity (Burul, 2018), their predispositions regarding the philosophy of education (Baş & Şentürk, 2019;Doğan-Dolapçıoğlu, 2020;Kozikoğlu & Uygun, 2018), classroom activities for teaching critical thinking skills (Pehlivan and Şahin-Taşkın, 2020), and beliefs regarding the profession of teaching and personal responsibility (Eren & Çetin, 2019) were scrutinized. In addition, there are a number of studies (Baş, 2014;Cheung & Ng, 2000;Jenkins, 2009;Karaman & Bakaç, 2018;Şahin, 2020;Tanrıverdi & Apak, 2013;Ünsal & Korkmaz, 2017) in which teachers' approaches to curriculum design were examined as the sole variable. There are also a large number of studies where the relationship between teachers' classroom management styles and many other variables such as pupil control ideologies (Yılmaz, 2009), perceptions of democratic values (Yılmaz, 2011), attitudes towards the rights of the child (Dönmez, 2015), lifestyles (Sezer et al, 2017), and attitudes towards multicultural education (Debbağ & Fidan, 2020) was investigated.…”

Section: E-uluslararası Eğitim Araştırmaları Dergisimentioning

confidence: 99%

A Relational Analysis of Teachers’ Approaches to Curriculum Design and Classroom Management Styles

Aytaç¹,

KAYGISIZ²

2021

E-International Journal of Educational Research

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The aim of this study is to examine the relationship between teachers' approaches to curriculum design and classroom management styles. The sample of the study, which was designed using a correlational survey model, consisted of 334 teachers working in various schools in Turkey during the 2020 -2021 academic year. The sampling method employed was convenient sampling. The Approaches to Curriculum Design Scale and the Classroom Management Styles Scale were used as data collection tools. Descriptive statistics (arithmetic mean & standard deviation), Pearson's correlation coefficients, and multivariate regression analysis were used to analyze the data set. Analysis of the results of the study's first question revealed that teachers, to a large degree, prefer learner-centered curriculum designs as well as the authoritative classroom management style. Within the purview of the second question of the study, significant relationships between teachers' approaches to curriculum design and classroom management styles were examined. Analysis of the results of the study's third question showed that teachers' approaches to curriculum design significantly predicted classroom management styles. Consequently, teachers' approaches to curriculum design were found to account for 17% of the variance of the authoritarian classroom management sub-dimension, 5% of the variance of the uninvolved classroom management sub-dimension, 25% of the variance of the authoritative classroom management sub-dimension, and 9% of the variance of the permissive classroom management sub-dimension. Keeping this in mind, various in-service training programs regarding the importance of approaches to curriculum design during the teaching and learning process can be organized. In addition, in another study to be conducted, more detailed results can be obtained by using the mixed method with a larger sample size.

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“…When the literature on the subject is examined, similar research results that support this research result from various aspects have been reached. Karaman and Bakaç (2018) stated that teachers mostly prefer problem-centered design approach, secondly, student-centered design approach. Similarly, Ünsal and Korkmaz (2017) stated that problemcentered design approach and student-centered design approach are more preferred.…”

Section: Discussionmentioning

confidence: 99%

Examination of Preferences of Teachers for Educational Program Design Approaches

Bulut

2022

IJRES

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This study aims to examine preferences of teachers for curriculum design approaches in terms of various variables. In this study, the relational survey model, one of the quantitative research methods, was used. The population of the study consists of branch teachers working in all types and levels in public schools in the central districts of a province of Turkey. Since the population of the study is very large, sampling was made using the typical case sampling method. The sample of this study consists of 415 teachers who voluntarily supported it. During the study process, the data necessary to reach the goal were obtained by using two scales: "Personal Information Form" and "Teachers' Curriculum Design Approach Preferences Scale". Since the data collected from the scale showed normal distribution, t-test from parametric tests, one-way ANOVA test and Tukey test from Post Hoc tests were used to determine which groups differed in multiple comparisons. In the analysis of all data, the value of 0.05 was taken as the confidence level. As a result of the analysis of the findings obtained from the study, it was stated that the teachers' scores on the curriculum design approach scale were high, and they preferred to use problem-centered curriculum design approaches most in the learning-teaching processes, and at least they preferred to use subject-centered curriculum design approaches.

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Öğretmenleri̇n Eği̇ti̇m Programi Yaklaşimi Terci̇hleri̇ni̇n Çeşi̇tli̇ Deği̇şkenler Açisindan İncelenmesi̇

Cited by 7 publications

References 20 publications

Analyzing Pre-service Teachers’ Educational Philosophy Preferences, Curriculum Design Orientation, and Epistemological Beliefs with Structural Equation Model

Analyzing Pre-service Teachers’ Educational Philosophy Preferences, Curriculum Design Orientation, and Epistemological Beliefs with Structural Equation Model

A Relational Analysis of Teachers’ Approaches to Curriculum Design and Classroom Management Styles

Examination of Preferences of Teachers for Educational Program Design Approaches

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