A Relational Study of Pre-Service Teachers' Epistemological Beliefs, Educational Philosophy Tendencies and Teaching-Learning Conceptions

Autor/inn/en	Aytaç, Alper; Uyangör, Nihat
Titel	A Relational Study of Pre-Service Teachers' Epistemological Beliefs, Educational Philosophy Tendencies and Teaching-Learning Conceptions
Quelle	In: Educational Policy Analysis and Strategic Research, 15 (2020) 4, S.49-68 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aytaç, Alper) ORCID (Uyangör, Nihat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-4289
Schlagwörter	Preservice Teachers; Beliefs; Educational Philosophy; Student Attitudes; Foreign Countries; Educational Attitudes; Predictor Variables; Turkey + Suchen Sie Ihr Suchwort? Belief; Glaube; Bildungsphilosophie; Erziehungsphilosophie; Schülerverhalten; Ausland; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Prädiktor; Türkei
Abstract	The aim of this study is to analyze, using a path analysis model, the predictive relationships among pre-service teachers' epistemological beliefs, their educational philosophy tendencies and their teaching-learning conceptions. A relational screening model and predictive correlational design were used in this study. The sample of this study consisted of 1621 pre-service teachers from the faculty of education in a state university in Turkey. The Epistemological Beliefs Scale adapted by Deryakulu & Büyüköztürk (2005), the Teaching-Learning Conceptions Scale adapted by Aypay (2011), and the Educational Philosophy Tendency Scale developed by researchers were all used as data collection tools. Path analysis was used to calculate predictive relationships among pre-service teachers' epistemological beliefs, their educational philosophy tendencies, and their teaching-learning conceptions. Study findings indicate that pre-service teachers' epistemological beliefs and their educational philosophy tendencies are statistically significant predictors of their teaching-learning conceptions. The findings also indicated that pre-service teachers' epistemological beliefs are statistically significant predictors of their educational philosophy tendencies. In this context, predictive relationships among variables were scrutinized and a number of suggestions were made in light of these findings. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://epasr.penpublishing.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01