An Analysis of the Candidate Teachers’ Beliefs Related to Knowledge, Learning and Teaching

Abstract

Candidate teachers have several beliefs related to their knowledge, learning and teaching. The purpose of this study is to analyze the beliefs of candidate teachers about knowledge, learning and teaching. Candidate teachers were assigned a scale and from the answers "belief points" were obtained based on their attitudes about these three dependent variables. It is investigated whether or not there is a significant difference in candidate teachers' belief points about knowledge, learning and teaching. In addition, this research aims to show to what extent they have these beliefs and predictive among these belief dimensions regardless of variable identification. The relational descriptive method is used in this study. The study was conducted on the 297 primary school candidate teachers selected as subjects of the research in the last year of their education. It is found out that the belief of teaching needs to be constructivist and learning depends on process and efforts are indirectly predicted by the belief on the relativity of knowledge. Similarly, traditional beliefs on teaching are directly and indirectly predicted by the belief that learning depends on effort and ability and the belief in objective and ultimate knowledge. Consequently, it is determined that individuals' beliefs on knowledge, learning and teaching are highly interdependent.

Certainty of Knowledge and Performance of Physics among Secondary School Students in Tharaka-Nithi County, Kenya

“…Comparatively, those who prefer to speculate about instruction and learning in nontraditional ways are inclined to feel that knowledge is uncertain and changeable. (Bay et al, 2015). Regarding the realm of advanced beliefs concerning the certainty of knowledge, information appears to move from simplistic views of knowledge to the point of accepting that personal opinions and personal construction are important components in procuring knowledge.…”

Öğretmenleri̇n Uzaktan Eği̇ti̇me Yöneli̇k Tutumlarinin Çeşi̇tli̇ Deği̇şkenlere Göre İncelenmesi̇

“…In the studies, it has been revealed that distance education is not only a technical situation but also involves different pedagogical challenges (Ali, 2020) and that distance education applied in the epidemic should be supported not only by technological infrastructure but also by mental transformation (Bozkurt, 2020). However, it has emerged that the knowledge and skills that teachers should have in distance education are not sufficient alone and teachers' interest in the program affects the implementation processes of their feelings and thoughts about the program (Deniz, 2021;Yavuz & Toprakçı, 2021) Considering that the beliefs of individuals on subjects such as knowledge, learning, and teaching are related to each other (Bay et al, 2015) and that the attitude of the person towards the work they do affects their work performance (Kahramanoğlu et al, 2018), it has become a necessity to determine and evaluate the attitude levels of teachers working in the primary and secondary education levels who have an important role in distance education. Fırat, Kılınç, and Yüzer (2018) stated in their study that internal motivation has a decisive importance in online training and teachers have negative perceptions about distance education.…”

Development of Distance Education Attitude Scale for Teachers: A Study of Validity and Reliability

“…Teachers' interest in distance education, their thoughts and feelings about the program, and how they evaluate distance education greatly affect the implementation process of the program. It is known that successful distance education can only be achieved with teachers who can provide quality education (Tabata & Johnsrud, 2008) and individual beliefs about knowledge, learning and teaching are interconnected (Bay et al, 2015). For all these reasons, it has become a need to determine teachers' attitudes towards distance education, who have an important role as the practitioner of the program.…”