Analyzing the Relationship between Prospective Teachers' Educational Philosophies and Their Teaching-Learning Approaches

Autor/inn/en	Sahan, Hasan Huseyin; Terzi, Ali Riza
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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