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

Authors

  • Sibel Duru Pamukkale University, Faculty Of Education, Elementary Education Department

Keywords:

Teacher beliefs, pre-service teachers, constructivism, traditional education, teaching and learning, Öğretmen inançları, öğretmen adayları, yapılandırmacılık, geleneksel eğitim, öğrenme ve öğretme

Abstract

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.  

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biography

Sibel Duru, Pamukkale University, Faculty Of Education, Elementary Education Department

Assistant Professor at the Pamukkale University in Turkey, holds a PhD from School Of Education for Curriculum and Instruction at the Indiana University.  She also holds a Master of Education in Curriculum and Instruction from University of Missouri. Her research areas are Teacher education, student teachers, elementary teachers and elementary education. Her research specifically focuses on student teachers’ beliefs and  thinking and constructivism in education. 

References

Alexander, P. A., & Dochy, F. J. R. (1995). Conceptions of knowledge and beliefs: A comparison across varying cultural and educational communities. American Educational Research Journal, 32(2), 413-442.

Baker, J. A. (2006). Contributions of teacher-child relationship to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211-229.

Bird, T., Anderson, L. M, Sullivan, B. A., & Swindler, S. A. (1993). Pedagogical balancing acts: Attempts to influence prospective teachers’ beliefs. Teacher and Teacher Education, 9(3), 253-267.

Britzman, D. P. (1986). Cultural myths in the making of a teacher: Biography and social structure in teacher education. Harvard Educational Review, 56(4), 442-456.

Brok, P., Fisher, D., & Scott, R. (2005). Importance of teacher interpersonal behavior for student attitudes in Brunei primary science classes. International Journal of Science Education, 7(3), 765-779.

Brownlee, J. M. (1998). An investigation of core beliefs about knowing and peripheral beliefs about learning in preservice graduate diploma teacher education students. Retrieved August 20, 2006, from http://www.aare.edu.au/98pap/bro98204.htm.

Burchinal, M. R., Peisner-Feinberg, E. P., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40(5), 415–436.

Buzzelli, J. C., & Johnston, B. (2002). The moral dimensions of teaching. New York: Routledge Falmer.

Calderhead, J., & Robson, (1991). Images of teaching: Student teachers’ early conceptions of classroom practice. Teaching and Teacher Education, 7(1), 1-8.

Collier, S. T. (1997). Theories of learning: Reflective thought in teacher education. Paper presented at the annual conference of the Mid-South Educational Research Association (Memphis, TN.)

Colwell, J., & O’Connor, T. (2003). Understanding nurturing practices - a comparison of the use of strategies likely to enhance self-esteem in nurture groups and normal classrooms. British Journal of Special Education, 30(3), 119-124.

Day, C. (1999). Developing teachers: The challenges of lifelong learning. Falmer, London, U. K.

Devlin, M. (2002). Taking responsibility for learning isn’t everything: A case for developing tertiary students’ conceptions of learning. Teaching in Higher Education, 7(2), 125-138.

Dewey, J. (1916). Democracy and education. New-York: Free Press.

Donche, V., Vanhoof, J., & Van Petegem, P. (2003). Beliefs about learning environment: How do student teachers think, reflect and act concerning self-regulation and cooperative learning in Flanders (Belgium). Paper presented at the annual conference of the American Educational Research Association (Chicago, IL).

Duru, S. (2005). Experiences of Turkish faculty members graduated from American universities. Paper presented at the Annual Meeting of the Midwest Educational Research Association (Columbus, OH).

Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65.

Flores, M. A. (2001). Person and context in becoming a new teacher. Journal of Education for Teaching: International Research and Pedagogy, 27(2), 135-148.

Furner, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162.

Green, T. F. (1971). The activities of teaching. New York: McGraw-Hill

Greene, M. W., & Zimmerman, S. O. (2000). The effects of fifth dimension on preservice teachers beliefs. Paper presented at the Society for Information Technology & Teacher Education International Conference (San Diego, California).

Godt, P.T., Benelli, C., & Kline, R. (2000). Do preservice teachers given early field experiences and integrated methods courses do better than students in the traditional teacher education program? (ERIC Document Reproduction Service No. ED 439129).

Hollingsworth, S., (1989). Prior beliefs and cognitive change in learning to teach. American Educational Research Journal, 26(2), 160-189.

Holt-Reynolds, D. (2000). What does the teacher do? Constructivist pedagogies and prospective teachers’ beliefs about the role of a teacher. Teaching and Teacher Education, 16(1), 21-32.

Joram, E., & Gabrielle, A. (1997). Preservice teachers’ prior beliefs: Transforming obstacles into opportunities. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL).

Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90.

Keri, G. (2002). Male and female college students’ learning styles differ: An opportunity for instructional diversification. College Student Journal, 36(3), 433-442.

Lauriala, A. (1997). The role of practicum contexts in enhancing change in student teachers’ professional beliefs. European Journal of Teacher Education, 20(3), 267-282.

Lin, H. L., Janet, T., & Jeffrey, G. (1999). Early childhood and elementary pre-service teachers’ beliefs. Paper presented at the annual conference of the American educational research Association, (Montreal, Canada).

Lonka, K., Joram, A., & Bryson, M. (1996). Conception of learning and knowledge: Does training make a difference? Contemporary Educational Psychology, 21(3), 240-260.

Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.

Minor, L. C., Onwuegbuzie, A. J., Witcher, A. E., & James, T. L., (2001). Trends in teacher candidates’ educational beliefs. Paper presented at the annual conference of the Mid-Sought Educational Research Association (Little Rock, AR).

Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.

Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.

Philbin, M., Meier, E., Huftman, S., & Boverie, P. (1995). A survey of gender and learning styles. Sex Roles, 32(7/8), 485-494.

Popkewitz, T. (1994). Professionalization in teaching and teacher education: Some notes on its history, ideology and potential. Teaching and Teacher Education, 10(1), 1-14.

Prawat, R. S. (1992). Teachers’ beliefs about teaching and learning. A constructivist perspective. American Journal of Education, 100(3), 354-395.

Raths, J. (2001). Teachers’ beliefs teaching beliefs. (ERIC Document Reproduction Service No: ED 452999)

Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Eds), Handbook of research on teacher education (pp.102-119). New York: Simon & Shuster MacMillan.

Richardson, V., Anders, P., Tidwell, D., & Lloyd, C. (1991). The relationship between teachers’ beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28(3), 559-586.

Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco, CA: Jossey-Bass.

Saban, A. (2003). A Turkish profile of prospective elementary teachers and their views of teaching. Teaching and Teacher Education, 19(8), 829-846.

Shulman, L.S. (1987). Knowledge and teaching: Foundation of new reform. Harvard Educational Review, 57(1), 1-22.

Sinatra, G. M. & Kardash, C. M. (2004). Teacher candidates’ epistemological beliefs, dispositions, and views on teaching as persuasion. Contemporary Educational Pychology, 29(4), 483-498.

Tamir, P. (1991). Views and beliefs of Israeli preservice teachers on teaching and learning. Journal of Educational Research, 84(4), 239-244.

Thomas, J. A. & Petersen, J. E. (2003). Reforming elementary science teacher preparation: What about extant teaching beliefs. School Science and Mathematics, 103(7), 319-330.

Thornton, B., Peltier, G., & Hill, G. (2005). Do future teachers choose wisely? A study of pre-service teachers” personality preference profiles. College Student Journal, 39(3), 489- 496.

Tillema, H. H. (1994). Training and professional expertise: Bridging the gab between new information and pre-existing beliefs of teachers. Teaching and Teacher Education, 10(6), 601-615.

Younger, M., Brindley, S., Pedder, D., & Hagger, H. (2004). Starting points: Student teachers’ reasons for becoming teachers and their pre-conceptions of what this will mean. European Journal of Teacher Education, 27(3), 245-264.

Downloads

Published

2017-12-06

How to Cite

Duru, S. (2017). Pre-service elementary education teachers’ beliefs about teaching and learning in Turkey&lt;p&gt;Türkiye’de sınıf öğretmenliği öğretmen adaylarının öğretme ve öğrenme ile ilgili inançları. Journal of Human Sciences, 14(4), 4002–4014. Retrieved from https://j-humansciences.com/ojs/index.php/IJHS/article/view/4956

Issue

Section

Educational Administration and Management