Abstract
The purpose of this study is to examine the partial mediating effect of epistemological beliefs in the correlation between preferences towards educational philosophy and the curriculum design approach of pre-service teachers. For this purpose, pre-service teachers’ educational philosophy preferences, curriculum design orientation, and epistemological beliefs have been analyzed, and a model has been developed. Three different instruments have been implemented to randomly chosen 568 pre-service teachers in several departments in Necatibey Faculty of Education of Balıkesir University in Turkey. In the analyzing process, first, a measurement model has been developed, and compatibility of the model with real data has tested, second, Pearson correlation coefficients have calculated, and the levels have defined, third, t values have calculated for the direct effect between preference for educational philosophies and curriculum design orientation preference, and at last, the epistemological beliefs have added to the model, and the moderating role on them has calculated. Based on findings, it can be concluded that from the pre-service teachers perspective; there is a positive correlation between widely accepted educational philosophies, and curriculum design orientations and there is a positive correlation between epistemological beliefs in effort and contemporary educational philosophies. In line with that, there is a positive correlation between epistemological belief in effort, and student-oriented design and problem-oriented design. Besides educational philosophy preferences (P=.14) and epistemological beliefs (P=.18) have a separate effect on curriculum design orientation, and epistemological beliefs (CIs = - .029 ~ .588) do not have a mediating role on the effect of educational philosophy preferences.
Highlights
Education is a process of constructing a way for a learner’s purposeful changes throughout their own lives and the desired situations require a certain design to be constructed through education (Ertürk, 2013)
Effectiveness/efficiency of education, meeting the needs/expectations of the society, and those of a person can be provided within the framework of a specific plan and program, in other words, education programs
Sönmez (2009) defines education programs, which have specific objectives to be observed in a learner in the form of behavior changes, as a vivid pattern that includes regular teaching and assessing process
Summary
Education is a process of constructing a way for a learner’s purposeful changes throughout their own lives and the desired situations require a certain design to be constructed through education (Ertürk, 2013). Ertürk (2013) defines education program as the planning of the educational settings that the program was implemented in by organizing the educational experiences to train the students. Sönmez (2009) defines education programs, which have specific objectives to be observed in a learner in the form of behavior changes, as a vivid pattern that includes regular teaching and assessing process. The training experiences and patterns organized within the framework of the programs are shaped according to the essentials on which the programs are based and the approach of the implementers. Individuals' approach to the program reflects their perceptions, values, and knowledge This approach reflects the holistic structure of the program (its philosophy, historical, psychological, and social view) and the theories and practices which the program is based on (Ornstein & Hunkins, 2014). The main purpose of the program design is to enable the student to learn, and program design is a complex process and requires many decisions to be made at various levels (Berkant, 2020)
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