Literaturnachweis - Detailanzeige
Autor/inn/en | Sahan, Hasan Huseyin; Terzi, Ali Riza |
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Titel | Analyzing the Relationship between Prospective Teachers' Educational Philosophies and Their Teaching-Learning Approaches |
Quelle | In: Educational Research and Reviews, 10 (2015) 8, S.1267-1275 (9 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1990-3839 |
Schlagwörter | Educational Philosophy; Foreign Countries; Teaching Methods; Surveys; Correlation; Statistical Analysis; Constructivism (Learning); Learning Processes; Preservice Teachers; Teacher Education; Measures (Individuals); Student Attitudes; Science Instruction; Mathematics Instruction; Factor Analysis; Turkey Bildungsphilosophie; Erziehungsphilosophie; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Survey; Umfrage; Befragung; Korrelation; Statistische Analyse; Learning process; Lernprozess; Lehrerausbildung; Lehrerbildung; Messdaten; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Faktorenanalyse; Türkei |
Abstract | The purpose of this research is to analyze the relationship between prospective teachers' educational philosophies and their teaching-learning approaches. The research is a correlational study and a survey model. The working group of the research consists of 328 prospective teachers who received pedagogical formation at Balikesir University/Turkey in 2013-2014 summer semester. Data were collected through "Detection Scale of Educational Philosophy" and "Scale of Teaching and Learning Approaches". Arithmetic mean, t-test and Pearson moment correlation coefficient were used as statistical analysis. It is concluded in the research that prospective teachers mostly adopt progressivism and re-constructionism philosophies and corresponding constructivist learning approach. Obtained findings demonstrate that with respect to essentialism philosophy and corresponding traditional adoption levels, there was a significant difference in favor of male and female prospective teachers. According to the research results, there is a positive relationship between educational philosophy and teaching-learning approach. Prospective teachers who adopt perennialism and essentialism philosophy mostly use traditional approach, whereas prospective teachers who adopt progressivism and re-constructionism philosophies mostly use constructivist learning approach. (As Provided). |
Anmerkungen | Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |