Pre-Service Teachers' Epistemological Beliefs and Conceptions of Teaching

Autor/inn/en	Yilmaz, Harun; Sahin, Sami
Titel	Pre-Service Teachers' Epistemological Beliefs and Conceptions of Teaching
Quelle	In: Australian Journal of Teacher Education, 36 (2011) 1, S.73-88 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Preservice Teacher Education; Constructivism (Learning); Teacher Education Programs; Foreign Countries; Data Analysis; Epistemology; Teaching (Occupation); Beliefs; Questionnaires; Gender Differences; Student Teacher Attitudes; Preservice Teachers; Turkey + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Ausland; Auswertung; Erkenntnistheorie; Teaching; Lehrberuf; Belief; Glaube; Fragebogen; Geschlechterkonflikt; Türkei
Abstract	This study aimed to investigate pre-service teachers' views about teaching and the relation of those views to epistemological beliefs, gender, and subject areas. The data collection tool was adapted from "The Traditional Teaching (TT) and Constructivist Teaching (CT) Scale," developed by Chan and Elliot (2004). Participants consisted of 490 pre-service teachers from different teacher education programs in Turkey. Principal component analysis was carried out, and nine items were removed from the adapted questionnaire because of low loadings. The data analysis showed that pre-service teachers preferred constructivist teaching views more than traditional teaching views, and this correlated with their epistemological beliefs. Male participants preferred constructivist teaching views significantly more than female participants did. Freshmen, sophomores, and those from English language programs preferred traditional teaching significantly more than others did. (Contains 9 tables.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ajte.education.ecu.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10