Abstract
The present study aims investigating the relation between educational philosophies adopted by prospective teachers and their teaching-learning conceptions. In the study, relational screening model was used. In the study, simple random sampling method was used. The study included 431 prospective teachers studying in divisions of elementary school teaching, science, social studies, Turkish, preschool, English, psychological consultancy and guidance and computer teaching. The data in the study were collected by using the scale of teaching- learning conceptions and the scale of philosophic preference assessment. Descriptive statistics, multi-linear regression analysis and Pearson product moment correlation analysis took place in data analyses. As a result, it was seen that the prospective teachers responded as “I agree” to the contemporary educational philosophy dimension of the educational philosophy that they adopted while they responded as “I agree in part” to the traditional educational philosophy and as “I agree” to the constructive sub-dimension of the teaching-learning conceptions’ scale and as “I agree in part” to the traditional sub-dimension. It was determined that there is a relation at low and moderate levels in the directions of positive and negative between the scores of the prospective teachers in the educational philosophy they adopted and their scores in teaching-learning conceptions while sub-dimensions of traditional and contemporary educational philosophies of the scale of philosophic preference assessment that they adopted has a significant relation with the teaching-learning conceptions.
Highlights
Educational philosophies assess all approaches and practices relating to education by considering them with an integrative point of view (Erden, 1998) and guide target/achievement, content, education and test states of teaching programs (Sonmez, 2005) and educational policies and practices (Buyukduvenci, 1987)
The present study aims investigating the relation between educational philosophies adopted by prospective teachers and their teaching-learning conceptions
Educational philosophy plays an effective role in many fields including determining achievements, arranging content, starting educational methods and techniques, selecting measurement-assessment tools, assessing programs and discipline models employed by teachers
Summary
Anahtar Kelimeler: Eğitim felsefesi, Öğretme-öğrenme anlayışı, Yapılandırmacılık. Öğretmen adaylarının benimsedikleri eğitim felsefeleri ile öğretme-öğrenme anlayışları arasındaki ilişkiyi incelemektir. Araştırmada veriler, öğretme-öğrenme anlayışları ölçeği ile felsefi tercih değerlendirme ölçeği kullanılarak toplanılmıştır. Çoklu doğrusal regresyon analizi ve pearson çarpım momentler korelasyon analizi kullanılmıştır. Araştırma sonucunda öğretmen adaylarının; benimsedikleri eğitim felsefelerine ait çağdaş eğitim felsefesi boyutunda "katılıyorum", geleneksel eğitim felsefesi boyutunda "kısmen katılıyorum" düzeyinde; öğretme-öğrenme anlayışları ölçeğinin yapılandırmacı alt boyutunda "katılıyorum", geleneksel alt boyutunda "kısmen katılıyorum" düzeyinde görüş belirttikleri görülmüştür. Öğretmen adaylarının benimsedikleri eğitim felsefeleri puanları ile öğretme-öğrenme anlayışları puanları arasında pozitif ve negatif yönlü orta ve düşük düzeyde bir ilişkinin olduğu; benimsedikleri felsefi tercih değerlendirme ölçeğine ait geleneksel ve çağdaş eğitim felsefeleri alt boyutlarının öğretme-öğrenme anlayışları ile anlamlı bir ilişki sergilediği tespit edilmiştir
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