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ERIC Number: EJ1063693
Record Type: Journal
Publication Date: 2015-Apr-23
Pages: 9
Abstractor: As Provided
Reference Count: 63
ISSN: EISSN-1990-3839
Analyzing the Relationship between Prospective Teachers' Educational Philosophies and Their Teaching-Learning Approaches
Sahan, Hasan Huseyin; Terzi, Ali Riza
Educational Research and Reviews, v10 n8 p1267-1275 Apr 2015
The purpose of this research is to analyze the relationship between prospective teachers' educational philosophies and their teaching-learning approaches. The research is a correlational study and a survey model. The working group of the research consists of 328 prospective teachers who received pedagogical formation at Balikesir University/Turkey in 2013-2014 summer semester. Data were collected through "Detection Scale of Educational Philosophy" and "Scale of Teaching and Learning Approaches". Arithmetic mean, t-test and Pearson moment correlation coefficient were used as statistical analysis. It is concluded in the research that prospective teachers mostly adopt progressivism and re-constructionism philosophies and corresponding constructivist learning approach. Obtained findings demonstrate that with respect to essentialism philosophy and corresponding traditional adoption levels, there was a significant difference in favor of male and female prospective teachers. According to the research results, there is a positive relationship between educational philosophy and teaching-learning approach. Prospective teachers who adopt perennialism and essentialism philosophy mostly use traditional approach, whereas prospective teachers who adopt progressivism and re-constructionism philosophies mostly use constructivist learning approach.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey