Pre-service elementary education teachers’ beliefs about teaching and learning in Turkey<p>Türkiye’de sınıf öğretmenliği öğretmen adaylarının öğretme ve öğrenme ile ilgili inançları
Keywords:
Teacher beliefs, pre-service teachers, constructivism, traditional education, teaching and learning, Öğretmen inançları, öğretmen adayları, yapılandırmacılık, geleneksel eğitim, öğrenme ve öğretmeAbstract
This study examines the Turkish elementary pre-service teachers’ beliefs about learning and teaching, their preferences concerning instructional practices, and the differences between elementary pre-service teachers in terms of beliefs about teaching, learning and instructional practices at different stages of teacher education programs. Two hundreds eighty nine pre-service teachers participated in the survey and 16 pre-service teachers participated in in-depth interviews.
The study employs both quantitative and qualitative research methodologies. The quantitative research methods employed two surveys and computed a series of descriptive, correlation, t-test, ANOVA and regression analyses to answer the research questions. The contrast comparative analysis method is conducted for qualitative data analysis to explore pre-service teachers’ beliefs about teaching and learning.
Results reveal that Turkish elementary education pre-service teachers have both traditional and constructivist beliefs about teaching and learning, but the majority of the participants has more constructivist tendencies in some points. The results of the current study also indicate that there are significant differences between the pre-service teachers due to gender, age, field experience, methods courses, and length of time in the program.
Extended English abstract is in the end of Full Text PDF (TURKISH) file.
Özet
Bu çalışmada Türkiye’deki sınıf öğretmenliği öğretmen adaylarının öğrenme ve öğretim ile ilgili inançları, öğretim uygulamalarındaki tercihleri farklı değişkenler dikkate alınarak incelenmiştir. Araştırmaya 290 öğretmen adayı katılmıştır ve bu adaylardan 16’sı ile derinlemesine görüşmeler yapılmıştır. Araştırmada hem nitel hem nicel araştırma dizaynı kullanılmıştır. Nicel araştırma dizaynı için demografik sorularla birlikte iki ölçek kullanılmış ve araştırma sorularına cevap verebilmek için betimsel, t-testi, korelasyon ve ANOVA analizleri yapılmıştır. Öğretmen adaylarının öğrenme ve öğretimle ilgili inançlarını açığa çıkarmak için nitel araştırma dizaynında yapılan derinlemesine görüşmeler nitel veri analizine tabii tutulmuştur.
Araştırma sonucuna göre sınıf öğretmenliği öğretmen adayları hem geleneksel (öğretmen merkezli) hem yapılandırmacı (öğrenci veya öğrenen merkezli) inançlara sahiptir. Ancak bu araştırmaya katılan öğretmen adaylarının çoğu özellikle öğretmen öğrenci ilişkisi gibi bazı boyutlarda daha yapılandırmacı eğilimlere sahiptir. Ayrıca, bu araştırmanın sonuçlarına göre öğretmen adaylarının öğrenme ve öğretimle ilgili inançları ve tercih ettikleri öğretim uygulamaları cinsiyet, alan deneyimi (okul deneyimi, öğretmenlik uygulaması gibi) ve sınıf düzeyleri değişkenlerine göre anlamlı farklılık göstermektedir.
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