scholarly journals Prospective Teachers’ Educational Beliefs and Their Views about the Principles of Critical Pedagogy

2017 ◽  
Vol 6 (4) ◽  
pp. 181 ◽  
Author(s):  
Caglar Kaya ◽  
Sinem Kaya
Keyword(s):  
Critical Pedagogy ◽  
Undergraduate Students ◽  
Prospective Teachers ◽  
Educational Philosophy ◽  
Main Idea ◽  
Educational Beliefs ◽  
Model Study ◽  
Momentum Correlation ◽  
Faculty Of Education ◽  
The Relationship

The main idea behind this research is to determine prospective teachers’ educational beliefs and their views about critical pedagogy. Therefore, the purpose of this research is to analyze the relationship between prospective teachers’ educational beliefs and their views about critical pedagogy. In this study, “Educational Beliefs Scale” is used with the “Principals of Critical Pedagogy Scale”. Based on the Educational Beliefs Scale, five theories on educational philosophy including: Perennialism, Essentialism, Progressivism, Reconstructionism, and Existentialism are examined. Besides Education System, Functions of School and the Emancipator School dimensions of the Principals of Critical Pedagogy Scale are analyzed. The research is conducted as a survey model study. The sample of the research comprises of 452 last grade undergraduate students from the different departments of Faculty of Education in Muğla Sıtkı Koçman University. Descriptive statistics and Pearson Product Momentum Correlation was applied to the data.

scholarly journals How Is Smartphone Addiction Related to Interaction Anxiety of Prospective Teachers?

2018 ◽  
Vol 8 (4) ◽  
pp. 186 ◽  
Author(s):  
Necdet Konan ◽  
Emine Durmuş ◽  
Duygu Türkoğlu ◽  
Aslı Ağıroğlu Bakır
Keyword(s):  
Prospective Teachers ◽  
Quantitative Research ◽  
Smartphone Addiction ◽  
Short Version ◽  
Smartphone Use ◽  
Faculty Of Education ◽  
Education In Turkey ◽  
Interaction Anxiety ◽  
The Relationship ◽  
Senior Students

The main purpose of this research is to determine the relationship between prospective teachers’ smartphone addiction and interaction anxiety. For this purpose, quantitative research was carried out within the relational screening model. The population of the research was composed of senior students and pedagogical formation students from Inonu University Faculty of Education in Turkey. The sample consisted of a total of 330 prospective teachers, including 117 Faculty of Education and 213 pedagogical formation students. Data of the study were obtained via The Smartphone Addiction Scale-Short Version (SAS-SV) and The Interaction Anxiousness Scale (IAS). As a result of the research, it was seen that the scores of prospective teachers’ on smartphone use was at the lower level and the scores of interaction anxiety were close to the lower level of anxiety. There was also a statistically significant positive correlation between prospective teachers’ smartphone addiction and interaction anxiety.

scholarly journals Educational Beliefs of Prospective Physical Education and Sports Teachers

2021 ◽  
Vol 7 (2) ◽  
pp. 321
Author(s):  
Yunus Emre Karakaya ◽  
Fatih Mehmet Ugurlu ◽  
İsmail Polatcan ◽  
Metin Yilmaz ◽  
Tamer Karademir
Keyword(s):  
Physical Education ◽  
Prospective Teachers ◽  
Educational Philosophy ◽  
Education Level ◽  
Decision Makers ◽  
Educational Beliefs ◽  
Independent Variables ◽  
The Past ◽  
Belief Scale ◽  
Model Structures

This study was conducted to reveal the educational beliefs of prospective physical education and sports teachers, who receive education at the higher education level in Turkey, according to dependent and independent variables. Within this scope, the “Educational Belief Scale” was used to collect the data from 359 prospective teachers. The data collected from the sample were first analyzed by SPSS 22.0 package software. In the correlation analysis, it was observed that the “Educational Beliefs Scale” and the progressivism subscale were correlated very strongly and positively, which was the strongest correlation in the analysis (r = 0.918; p < 0.05). In the regression analysis, four different model structures were created, where it was determined that the subscale with the highest prediction power for the “Educational Beliefs Scale” was the progressivism subscale that predicted 84% of the variance of the “Educational Beliefs Scale” (R2 = 0.840). In conclusion, it was discovered that the prospective teachers did not internalize the fundamentalism, which is included in the traditional educational philosophy. Significant responsibilities fall on the shoulders of academics and decision-makers to enable prospective teachers to save the valuable sections of basic information and values of the past and transfer them to new generations while approaching teaching with a perspective that promotes the potential of new generations in building a better civilization upon the achievements of past generations.

Examination of prospective teachers' educational beliefs and attitudes towards educational history

2021 ◽  
Vol 9 (4) ◽  
pp. 884-906
Author(s):  
Rafet Aydin ◽  
Keyword(s):  
Prospective Teachers ◽  
Teacher Candidates ◽  
Attitude Scale ◽  
Education History ◽  
Educational Beliefs ◽  
Educational History ◽  
History Of ◽  
Teachers Attitudes ◽  
The Relationship ◽  
Beliefs And Attitudes

The aim of this research is to reveal the educational beliefs of prospective teachers and their attitudes towards the History of Education course and the relationship between them. This research aimed to determine the opinions of prospective teachers about their future profession and to make suggestions about teacher training. The research was designed in the survey model and the relational survey model was used to determine the relationship between the variables. The sample of the study consisted of a total of 453 teacher candidates, 90 of whom were male and 363 were female. The data of the research were collected by using the "Educational Beliefs Scale" and "Attitude Scale Towards Turkish Education History Course". The data were analyzed with computer package programs. In line with the educational beliefs scale used in the research, it was revealed that the educational beliefs of the teacher candidates were 'Existentialism', 'Progressivism', 'Perennialism', 'Reconstructionism' and 'Essentialism', respectively. According to the data obtained from the scale of attitude towards education history, it was concluded that prospective teachers’ attitudes towards education history are high. Finally, it was concluded that there is a moderate, positive, and significant relationship between the educational beliefs of the prospective teachers and their attitudes towards Education History.

scholarly journals The Relation between Prospective Teachers’ Attitudes towards Uncertainty and Motivation in Teaching

2018 ◽  
Vol 8 (3) ◽  
pp. 122 ◽  
Author(s):  
Cem Şenol ◽  
Mustafa Akdağ
Keyword(s):  
Prospective Teachers ◽  
Significant Relationship ◽  
Extrinsic Motivation ◽  
Linear Regression Analysis ◽  
Intrinsic And Extrinsic Motivation ◽  
Fourth Grade Students ◽  
Faculty Of Education ◽  
Teachers Attitudes ◽  
The Relationship ◽  
Academic Year

The aim of this study is to determine the relationship between prospective teachers’ attitudes towards uncertainty and their motivation in teaching. The research was conducted with a correlational model. In this study, exploratory and predictive correlation techniques were used. The study group was comprised of 396 fourth grade students studying at the Inonu University Faculty of Education in the academic year of 2015–2016. A simple linear regression analysis and Pearson Product Moment analysis were conducted on the obtained data. A moderate negative and significant relationship was found between prospective teachers’ attitudes towards uncertainty and their motivation in teaching, and the attitude towards to uncertainty was observed to be a significant predictor of motivation in teaching. In addition to this, a moderate negative significant relationship was found between prospective teachers’ attitudes towards uncertainty and their intrinsic and extrinsic motivation, and the attitudes towards to uncertainty was observed to be a significant predictor of the intrinsic and extrinsic motivation.

scholarly journals Relationship between teachers' philosophical beliefs about education and their perceptions of school climate

2020 ◽  
Vol 10 (3) ◽  
pp. 635-654
Author(s):  
Fatih Şahin
Keyword(s):  
School Climate ◽  
Educational Philosophy ◽  
Educational Beliefs ◽  
Teachers Perceptions ◽  
Philosophical Beliefs ◽  
Teachers Beliefs ◽  
Climate Scale ◽  
The Relationship ◽  
Academic Year ◽  
Perceptions Of School

This study investigated the relationship between teachers' educational beliefs and their perceptions about school climate. The study was designed as a correlational survey model. The sample included 357 teachers working in the central districts of Van province in 2019-2020 academic year. "Educational Beliefs Scale" and "School Climate Scale" were used as data collection tools. Correlational and regression analyses were carried out to explore the relationships among the study variables. According to the results, teachers' beliefs about contemporary philosophical approaches were strong. In terms of teachers' perceptions of school climate, all scores were close to each other, but higher scores were found in directive and supportive school climates. Results concerning the relationship between education beliefs and school climate showed that teachers having progressivist and existentialist education beliefs saw their schools as more supportive and directive while teachers having a reconstructionist educational philosophy perceived their schools as more directive and restrictive. Teachers adopting a perennialist educational belief interestingly described their schools as more supportive, directive and intimate. As expected, teachers who follow essentialist beliefs in education regarded their schools as more restrictive in terms of climate. The results of the study indicated that teachers' philosophical beliefs about education were, although at a low level, a significant predictor of their perception of school climate.

THE RELATIONSHIP BETWEEN PROSPECTIVE TEACHERS' STRATEGIES FOR COPING WITH STRESS AND THEIR PERCEPTIONS OF STUDENT CONTROL

2008 ◽  
Vol 36 (7) ◽  
pp. 903-910 ◽  
Author(s):  
Nuri Baloglu
Keyword(s):  
Prospective Teachers ◽  
Study Group ◽  
Statistical Relation ◽  
Coping With Stress ◽  
Ways Of Coping ◽  
Senior Class ◽  
Coping Scale ◽  
Faculty Of Education ◽  
The Relationship ◽  
Student Control

The relationship between prospective teachers' preferred strategies for coping with stress and their perceptions of student control were examined by use of a relational survey model to determine the relations between these concepts. The study group consisted of 267 prospective teachers at the Faculty of Education in Kirşehir, Turkey. Data were collected from senior class faculty students using 2 scales: The Ways of Coping Scale (WCS) originally developed by Lazarus and Folkman (1984) and adapted into Turkish by Şahin and Durak (1994) and the Scale of Locus of Student Control developed by Miller et al. (1988) and adapted into Turkish by Abaci (1996). Pearson moment correlation was used to analyze the data. Findings showed that there was a noticeable meaningful statistical relation between variables. Findings are discussed based on the literature.

scholarly journals The relationship of prospective teachers' educational philosophy and life-long learning tendencies to their teaching-learning process competencies

2020 ◽  
Vol 10 (4) ◽  
pp. 1325-1367
Author(s):  
Hasan Hüseyin Şahan
Keyword(s):  
Lifelong Learning ◽  
Prospective Teachers ◽  
Learning Process ◽  
Educational Philosophy ◽  
Learning And Teaching ◽  
Correlational Design ◽  
Educational Philosophies ◽  
Teaching Learning ◽  
High Level ◽  
The Relationship

The purpose of this study is to determine the relationship between prospective teachers' tendencies towards educational philosophy and lifelong learning and their teaching-learning process competencies. The study used the descriptive model to determine the current situation and adopted a predictive correlational design to find out the extent to which educational philosophy and lifelong learning tendencies predict teaching-learning process competencies. The study group consisted of 238 prospective teachers. The data were obtained using three scales, namely "Educational Philosophy Tendencies Scale", "Lifelong Learning Tendencies Scale" and "Teaching-Learning Process Competencies Scale". The study revealed that prospective teachers adopted more the philosophy of progressivism and reconstructionism, and their lifelong learning and teaching-learning process competencies were at a high level. The gender variable was effective only in the essentialism dimension in terms of the educational philosophy tendencies. While it was effective in lifelong learning tendencies, it had no effect in teaching-learning process competencies. The branch variable, on the other hand, was effective in all dimensions of educational philosophy tendencies except for perennialism. It was determined that the tendencies towards educational philosophies alone are not predictors of the teaching-learning process competencies. When, however, lifelong learning tendencies and educational philosophies are taken into account together, they predict the teaching-learning process competencies.

scholarly journals The Relationship Between Prospective Teachers' Learning Responsibility and Their Readiness for Teaching Profession

2020 ◽  
Vol 10 (3) ◽  
pp. 199
Author(s):  
Umut Birkan Ozkan ◽  
Kemal Oguz Er
Keyword(s):  
Linear Regression ◽  
Learning Outcomes ◽  
Prospective Teachers ◽  
Teaching Profession ◽  
Active Engagement ◽  
Second Year ◽  
Learning Responsibility ◽  
Faculty Of Education ◽  
The Relationship ◽  
Responsibility Scale

This study aims to investigate the relationship between prospective teachers' level of performing behaviors related to learning responsibility and their level of readiness for teaching profession. The pre-service teachers (n = 408), who are in their second year at the Faculty of Education, filled in the Learning Responsibility Scale and the Readiness Scale for Teaching Profession. The Learning Responsibility Scale consists of 28 Likert-type questions and includes the subscales entitled preparation for learning, active engagement in learning, monitoring learning outcomes and enriching learning. Pearson's correlations and multiple linear regression analyzes were used to analyze the data. The results of the analysis revealed that there was a negative by moderately significant relationship between the prospective teachers’ learning responsibilities and their readiness for teaching profession. In addition, it was found out that the variables of learning responsibility explained 12% of the variation in prospective teachers' scores of readiness for the profession. Active engagement in learning contributed negatively to explain the prospective teachers’ readiness for teaching profession.

scholarly journals The Leisure Behavior of the Turkish Prospective Teachers

2016 ◽  
Vol 6 (2) ◽  
pp. 84 ◽  
Author(s):  
Nese Aslan ◽  
Belgin Arslan Cansever
Keyword(s):  
Undergraduate Students ◽  
Prospective Teachers ◽  
Reliability And Validity ◽  
Leisure Participation ◽  
Qualitative Research Design ◽  
Norms And Values ◽  
Leisure Behavior ◽  
Faculty Of Education ◽  
Traditional Norms ◽  
First Time

<p>This study focused on prospective teachers’ leisure behaviors. For this purpose, 47 fourth grade undergraduate students in Faculty of Education in Ege University, Izmir, Turkey participated. A qualitative research design was used in the study. In the process of analysing the data, Greimas’Actant Model as one of the analysing models in Semiology was utilized. This model has been used for the first time in Turkey as an analytical tool applied in leisure literature. It is based on the logical relationships to disaggregate an action into six Actant components. The interview technique assessed the individuals. Miles and Huberman’s measurements were used for reliability and validity, and the conformity was found to be 89%. The results of this research study (1) suggest a primary leisure participation in Turkey within the traditional norms and values of society, and (2) within it, the traditional differentiating role for gender.</p>

scholarly journals Occupational anxiety and self-efficacy levels among prospective teachers

2019 ◽  
Vol 8 (1) ◽  
pp. 173
Author(s):  
Şule Fırat Durdukoca ◽  
Tazegül Demir Atalay
Keyword(s):  
Prospective Teachers ◽  
Educational Level ◽  
Self Efficacy ◽  
Negative Relationship ◽  
Teaching Profession ◽  
School Type ◽  
Certificate Program ◽  
Sense Of Efficacy ◽  
Faculty Of Education ◽  
The Relationship

<span lang="TR">This study examined the relationship between occupational anxiety and self-efficacy levels of prospective teachers enrolled in pedagogical formation training certificate program at the faculty of education in universities under the Council of Higher Education to teach in secondary schools and high schools in Turkey, and evaluated them based on diverse variables (gender, department, high school type, educational level of parents). It was a descriptive study using survey model. The study group comprised 236 prospective teachers. Research data were gathered through “Teaching Occupation Anxiety Scale” and “Teachers’ Sense of Efficacy Scale”. </span><span lang="EN-GB">The study concluded that the prospective teachers’ anxiety about the teaching profession was low, whereas they had high occupational self-efficacy, and there was a moderate, negative relationship between the two variables. The study also found that occupational self-efficacy levels of the participants differed in relation to the educational level of father.</span>

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