Investigation of Epistemological Beliefs and Creativity Fostering Behaviours of Prospective Teachers' in Terms of Various Variables

Fatma Alkan Fatma Alkan

doi:10.52634/mier/2019/v9/i2/1371

Abstract

This study aims to investigate the prospective teachers' epistemological beliefs and creativity fostering behaviour and changes with the same according to various variables. The study was designed based on the relational survey model. The sample of the research consisted of 420 prospective teachers. For the purpose of the study, the epistemological beliefs scale and creativity fostering teacher index were used as data collection tools. The difference between the epistemological beliefs and creativity fostering teacher index sub-dimensions according to gender, programme and university variables was examined by "Multivariate Variance Analysis MANOVA". As a result of the research, the prospective teachers' epistemological belief and creativity fostering behaviour were found to be average. However, when the changes in the sub-dimensions of epistemological belief scale according to gender and university variables were examined, the effect of both variables was significant. The changes in epistemological beliefs according to the class and education programme were not significant. There was also no significant difference in sub-dimensions of creativity fostering teacher index scales according to gender and programme and class and programme.

Highlights

Beliefs have a feature that constitutes how individuals perceive, make sense of, and act against the events, phenomena, persons or objects they encounter in their lives
The prospective teachers' epistemological beliefs and their tendencies to foster creativity and their changes according to various variables have been analysed
When the changes in the sub-dimensions of epistemological belief scale according to gender and university variables are examined, the effect of both variables are significant

Summary

Introduction

Beliefs have a feature that constitutes how individuals perceive, make sense of, and act against the events, phenomena, persons or objects they encounter in their lives. In other words, they are internal acceptances or propositions that are not questioned by individuals. The impact of belief systems is seen on the foundation of all decisions made and behaviours exhibited (Hofer & Pintrich, 1997). Epistemological beliefs are particular to individuals and are obtained through individuals' personal experiences It has a subjective feature and is not objective. One of the variables that may have an influence on the epistemological beliefs of prospective teachers is their creative behaviour

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Conclusion