The Predictive Role Of The Primary School Teachers’ Educational Beliefs On Their Curriculum Design Orientation Preferences

Aslan, Serkan

doi:10.52380/ijpes.2022.9.3.776

Cited by 3 publications

(1 citation statement)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Zirhlioğlu and Yayla (2016) investigate how principles of educational philosophy such as perennialism, essentialism, progressivism, and reconstructionism are perceived by students in Education Faculties, offering insights into the diverse philosophical orientations within educational contexts. Additionally, (Aslan, 2022) discusses how the educational beliefs of primary school teachers influence their preferences in curriculum design, with particular attention to the role of idealism in shaping these preferences.…”

Section: A the Philosophy Of Idealism In Educationmentioning

confidence: 99%

The Synergies Between Educational Philosophy Streams and Ki Hajar Dewantara's Ideologies in the Mardeka Belajar Curriculum

Hunaepi,

Suastra,

Tanjung

et al. 2023

View full text Add to dashboard Cite

The synergy between educational philosophical streams and the thoughts of Ki Hajar Dewantara is crucial in developing the concept of the "Merdeka Belajar" curriculum in Indonesia. This literature study aims to explore the fusion between relevant educational philosophical streams with the vision and principles advocated by Ki Hajar Dewantara in the context of developing the "Merdeka Belajar" Curriculum. The method used is descriptive analysis through a literature review drawn from relevant and credible academic texts to trace Ki Hajar Dewantara's thoughts and comprehend the fundamental concepts of educational philosophy underlying it. The findings from this analysis indicate that the synergy between educational philosophy and Ki Hajar Dewantara's thoughts within the "Merdeka Belajar" Curriculum holds immense potential in transforming Indonesia's educational system. By integrating philosophical principles and embracing Ki Hajar Dewantara's ideas, educators can create a curriculum that nurtures individuals with broad perspectives equipped with the skills and values necessary for thriving in the 21st century. The integration of these values in the "Merdeka Belajar" Curriculum can foster an inclusive, progressive learning environment oriented towards character development and individual potential. The application of synergy between educational philosophical streams and Ki Hajar Dewantara's thoughts in the "Merdeka Belajar" Curriculum can reinforce the essence of holistic and continuous education. Recommendations include the necessity of developing concrete strategies to integrate educational philosophical values with Ki Hajar Dewantara's principles in every aspect of the curriculum, providing training for educators to implement this approach, and conducting further research to evaluate the effectiveness of the "Merdeka Belajar" Curriculum implementation inspired by this synergy

show abstract

Section: A the Philosophy Of Idealism In Educationmentioning

confidence: 99%

The Synergies Between Educational Philosophy Streams and Ki Hajar Dewantara's Ideologies in the Mardeka Belajar Curriculum

Hunaepi,

Suastra,

Tanjung

et al. 2023

View full text Add to dashboard Cite

show abstract

Exploring the Perspectives of Preservice Filipino Mathematics Teachers: Basis for a Proposed Educational Belief Model

Ignacio Jr.

2024

PEC

View full text Add to dashboard Cite

This research explores the educational beliefs of select fourth-year preservice Filipino mathematics teachers enrolled in the Bachelor of Education major in Mathematics program in the second semester of the 2022–2023 academic year in a state university in Bulacan, Philippines, via qualitative-exploratory research. Three qualitative tools were used: a metaphor construction task, unstructured questions, and a drawing task. Thematic analysis and intercoder reliability checking were implemented. Based on the findings, the first theme, the teacher as a knowledge dispenser belief, features the imperative conduct of the dispensation of knowledge; the second theme, the teacher as a reliable improver belief, highlights the formation of space for student participation after dispensing knowledge; the third theme, teacher as an equity promoter belief, highlights the significance of addressing the needs of the students while dispensing knowledge; and the last theme, teacher as a strategic scaffolder belief, highlights combining, extending, and maximizing all knowledge, experiences, and learning opportunities to align with and attain learning objectives. The teacher-as-knowledge dispenser belief is more teacher-centered, the teacher-as-reliable improver and teacher-as-equity promoter beliefs are mixed teacher-centered and student-centered, and the teacher-as-strategic scaffolder belief is more student-centered. Keywords: educational belief model, mathematics teaching, preservice teachers, student-centered, teacher beliefs, teacher-centered

show abstract

AI-Driven Innovations in Pedagogical and Andragogical Approaches

Asrifan,

Shafa,

Octaberliana

et al. 2024

Advances in Educational Technologies and Instructional Design

View full text Add to dashboard Cite

The chapter delves into the transformative potential of Artificial Intelligence (AI) in education, particularly through a qualitative case study at Deakin University. It explores how AI can enhance pedagogical and andragogical approaches by improving student learning outcomes and integrating seamlessly into educational frameworks. The anthology highlights various AI applications, such as intelligent tutoring systems and virtual reality in anatomy education, emphasizing the positive impact on teaching methods, assessments, and student support. Methodologically, the chapter employs rigorous research designs, including case studies, interviews, and document reviews, to showcase the innovative use of AI tools in education. It also addresses potential biases and offers methodological suggestions for future research. The case study underscores the need for cautious yet optimistic adoption of AI in education, advocating for ongoing research to responsibly harness AI's capabilities while mitigating its limitations and biases.

show abstract

The Predictive Role Of The Primary School Teachers’ Educational Beliefs On Their Curriculum Design Orientation Preferences

Cited by 3 publications

References 14 publications

The Synergies Between Educational Philosophy Streams and Ki Hajar Dewantara's Ideologies in the Mardeka Belajar Curriculum

The Synergies Between Educational Philosophy Streams and Ki Hajar Dewantara's Ideologies in the Mardeka Belajar Curriculum

Exploring the Perspectives of Preservice Filipino Mathematics Teachers: Basis for a Proposed Educational Belief Model

AI-Driven Innovations in Pedagogical and Andragogical Approaches

Contact Info

Product

Resources

About