Assessing in-service teachers' instructional beliefs about student-centered education: A Turkish perspective

Abstract

The main purpose of this research is to examine in-service teachers' instructional beliefs about student-centered education. The inventory was designed to measure teachers' student-centered educational beliefs based on four components of the educational curriculum comprising of educational objectives, content, teaching strategies and instructional assessment. Data for the study were collected from 307 in-service teachers working at K-8 schools. A quantitative research analysis showed that in-service teachers held positive beliefs about student-centered education. In addition, the characteristics of teachers such as school level, teaching experience, teaching subject and educational background had statistically significant effects on their beliefs about student-centered education.