Abstract
At the beginning of last century, the curriculum based on constructivist approach which is the essential of education reforms has become a foundation to solution seeking. It is obvious that the researches in literature could not provide the desired achievement. Only the existence of programs that are based on student centered approaches are not adequate for the qualified education. Teachers who implement these programs teaching approaches might be appropriate for student centered education perspective. Eventually teachers' teaching approaches affect students' learning styles and their learning process. There are various classifications in literature about teachers' learning and teaching approaches. The two most common classifications are constructivist and traditional approaches. Teachers' learning and teaching perceptiveness are affected by many variables. One of them is epistemological beliefs. Determining teachers' teaching perceptiveness and the epistemological beliefs contribute effective teacher education programs. The success of effort in educational reforms could be possible by pre-service teachers' and teachers' instruction that is based on contribution of epistemological beliefs and teaching approaches. The purpose of this study is to determine the influence of pre-service teachers' epistemological beliefs on teaching approaches. A cross-sectional survey design was employed and data were collected from 990 pre-service teachers in Turkey. Structural equation analysis using Partial Least Squares was used for statistical analysis of the data. Major findings indicated that epistemological beliefs which depend on effort and ability to learn have significant impact on constructivist teaching. The belief reference to existence of an only true has significant effect on traditional teaching. The beliefs which depend on effort have significant negative impact on traditional learning-teaching approach. According to the results of this study, pre-service teachers' believe that learning is based on existence of an only true and innate ability.
Highlights
The curriculum development studies underlie the reform efforts in education [17,87]
Deryakulu & Büyüköztürk [18,19] adapted the scale to Turkish culture and they indicated that this scale has three factors which are “The belief of learning depends on effort (BLDE)”, “The belief of learning depends on ability (BLDA)” and “The belief of there is only one true truth (BOTT)’
First factor is called as “The belief of learning depends on effort (BLDE)”, and includes 17 items, second factor is called as “The belief of learning depends on ability (BLDA)” and includes 9 items, and the third factor is called as “The belief of there is only one true truth (BOTT)” and includes 8 items
Summary
Increasing students’ achievement and reducing qualitative and quantitative problems in education take part at the focus point of curriculum reform efforts. Because teachers are the implementers of the curriculum in classrooms, teachers’ adoption of the insight and the change that come along with the reforms and their designing of learning-teaching process become important as well as teachers’ beliefs to necessity of reforms [8,74,99]. The focus point of teacher education programs is that teachers’ anticipation for the changes in the learning-teaching paradigms. One of these paradigms is a changeover from teacher centered education to student centered education [98,101]. Gow and Kember [31] indicate that teachers’ teaching concepts affect the students’ learning approach
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
