An Analysis of the Candidate Teachers' Beliefs Related to Knowledge, Learning and Teaching

Autor/inn/en	Bay, Erdal; Vural, Ömer Faruk; Demir, Servet; Bagceci, Birsen
Titel	An Analysis of the Candidate Teachers' Beliefs Related to Knowledge, Learning and Teaching
Quelle	In: International Education Studies, 8 (2015) 6, S.75-81 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Preservice Teachers; Student Teacher Attitudes; Beliefs; Educational Attitudes; Epistemology; Constructivism (Learning); Multivariate Analysis; Path Analysis; Predictor Variables; Learning Processes; Turkey + Suchen Sie Ihr Suchwort? Ausland; Belief; Glaube; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Erkenntnistheorie; Multivariate Analyse; Pfadanalyse; Prädiktor; Learning process; Lernprozess; Türkei
Abstract	Candidate teachers have several beliefs related to their knowledge, learning and teaching. The purpose of this study is to analyze the beliefs of candidate teachers about knowledge, learning and teaching. Candidate teachers were assigned a scale and from the answers "belief points" were obtained based on their attitudes about these three dependent variables. It is investigated whether or not there is a significant difference in candidate teachers' belief points about knowledge, learning and teaching. In addition, this research aims to show to what extent they have these beliefs and predictive among these belief dimensions regardless of variable identification. The relational descriptive method is used in this study. The study was conducted on the 297 primary school candidate teachers selected as subjects of the research in the last year of their education. It is found out that the belief of teaching needs to be constructivist and learning depends on process and efforts are indirectly predicted by the belief on the relativity of knowledge. Similarly, traditional beliefs on teaching are directly and indirectly predicted by the belief that learning depends on effort and ability and the belief in objective and ultimate knowledge. Consequently, it is determined that individuals' beliefs on knowledge, learning and teaching are highly interdependent. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01