An Investigation of the Effects of Out-of-School Learning Environments-Based Teaching on Pedagogical Belief Systems and Practices

Abstract

In out-of-school-learning (OSL) environments, individuals are exposed to tasks that are not excessively difficult, and as a result, they gain experience rather than knowledge. Through the experiences that will be provided to teacher candidates, this situation can affect their pedagogical beliefs and attitudes toward classroom practices. This study investigated the impact of experiencing learner-centered processes in OSL environments on teacher candidates’ pedagogical beliefs and classroom practices attitudes. According to the findings, while teaching in OSL environments led to a change in the pedagogical beliefs of teacher candidates, it did not result in a significant shift in their attitudes toward classroom practices. In the context of research conducted on teacher candidates, it is beneficial to explore the mediating elements that may influence the relation between belief and practice. This approach may contribute to a more thorough understanding of the subject matter.