Investigation of pre-service physical education teachers epistemological and pedagogical beliefs

Tarık Balcı,Hatice Çamlıyer

doi:10.33902/jpr.2022175429

Abstract

The aim of this study was to examine pre-service physical education teachers’ epistemological and pedagogical beliefs and to reveal the relationship between those beliefs. The participants in the study were 333 pre-service teachers studying in physical education and sports teaching departments. The epistemological beliefs questionnaire, and teaching and learning conceptions questionnaire were used as the data collection tools. In the analysis of the data, descriptive statistics, independent samples t-test, Pearson correlation analysis and path analysis were applied. It was determined that the pre-service physical education teachers’ mean scores for learning process-doubting authority/expert knowledge, learning effort and constructivist conception were high, while their scores for innate/fixed ability, certainty of knowledge and traditional conception were moderate. According to the path analysis results, it was revealed that their innate/fixed ability and certainty of knowledge beliefs positively predicted the traditional conception, while their learning process-doubting authority/expert knowledge and learning effort beliefs positively predicted the constructivist conception. As a result of the research, it was determined that generally, the pre-service physical education teachers believed in the importance of effort and process in learning, and that they adopted a constructivist conception. Furthermore, it was revealed that epistemological beliefs are an important variable in predicting pedagogical beliefs.

Highlights

Beliefs are perceived as internal acceptances or propositions that are assumed by individuals to be “correct” without question and that affect their perception, interpretation and behaviour patterns related to every kind of event, phenomenon, person or object that they encounter in their daily lives
Findings related to the participants’ epistemological and pedagogical beliefs are included with regard to the descriptive statistics, whether there was a difference in views depending on grade level, and the correlation between the subdimensions of both scales
In a study conducted with pre-service physical education teachers attending 14 universities in seven different geographical regions of Turkey, Alemdağ (2015), while stating that the scores obtained by the participants from the subdimensions of epistemological beliefs were at a medium level, reported that their beliefs that learning is dependent on effort and that learning is dependent on ability were not developed, whereas their beliefs that there is a single truth were developed

Summary

Introduction

Beliefs are perceived as internal acceptances or propositions that are assumed by individuals to be “correct” without question and that affect their perception, interpretation and behaviour patterns related to every kind of event, phenomenon, person or object that they encounter in their daily lives. Since beliefs have an important effect on individuals’ ideas, behaviours and judgements, various dimensions of belief have always been examined and been the subject of research studies. Epistemological beliefs are expressed as individuals’ personal beliefs about the nature of knowledge and knowing (Brunning et al, 2004; Hofer & Pintrich, 1997; Schommer, 1990, 1994). According to another definition, epistemological beliefs are stated to be subjective beliefs related to Address of Corresponding Author. Investigation of pre-service physical education teachers’ epistemological and pedagogical beliefs.

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Conclusion