Analyzing Pre-service Teachers’ Educational Philosophy Preferences, Curriculum Design Orientation, and Epistemological Beliefs with Structural Equation Model

Börekci, Caner; Uyangör, Nihat

doi:10.17275/per.21.70.8.3

Cited by 3 publications

(1 citation statement)

References 33 publications

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“…The finding is partly similar to that of Janssen et al (2019) in that preservice teachers get a sense of what it is like to be a teacher by interacting with students and supervising teachers at school. Here, preservice teachers build a philosophy and teaching practice (Börekci & Uyangör, 2021;Kim & Sankey, 2018). At the Faculty of Education and…”

Section: Discussionmentioning

confidence: 99%

Implementation of Technology-Based Learning by Pre-Service Teachers During Teaching Practice Program

Arochman,

Fortinasari

2024

PJEE

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Technology integration in classroom has become an important component for pre-service teachers in Teaching Practice Program (TPP). This situation makes technology become a basic need for instructors and also the students. The objective of this study is to identify the readiness of pre-service teachers in implementing technology in teaching and learning activities in the classroom. The method used in this study was qualitative research. Participants of the study were 50 pre-service teachers in Magelang and Temanggung Regencies, Central Java, Indonesia. The data were gathered using observation, questionnaires, and interviews. The results showed that most of the pre-service teachers were ready to face the challenges of applying technology in their classroom. Most of them have recognized the applications, software, and websites that can be integrated to the teaching and learning activities such as Slides, PowerPoint, Prezi, PowToon, and Canva. Moreover, most of students are familiar with and are even accustomed to using modern and complex applications that support teachers to improve students' English language skills such as Google Classroom, WhatsApp, WebEx Cisco, Google Meet, and Zoom. However, it is still very much needed so that students can integrate these applications into effective and meaningful learning.

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Section: Discussionmentioning

confidence: 99%

Implementation of Technology-Based Learning by Pre-Service Teachers During Teaching Practice Program

Arochman,

Fortinasari

2024

PJEE

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Scale for Determining Educational Philosophy Based on Adjective Pairs for Educators and Teachers: A Scale Development Study

Demir

ÇELİKÖZ

2023

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi

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Bu çalışmanın amacı, eğitimci ve öğretmenlerin eğitim felsefelerini belirlemek için sıfat çiftleri kullanılarak geçerli ve güvenilir bir ölçek geliştirmektir. Araştırmanın örneklemini, devlet ve özel okullarında görev yapan 486 katılımcı öğretmen oluşturmuştur. Ölçme aracının geçerlilik çalışmaları olarak; kapsam, görünüş ve yapı geçerliliğine bakılmıştır. Ölçeğin güvenirliğinin belirlenmesinde maddelerin birbirlerine olan iç tutarlılık katsayıları belirlemek amacıyla Cronbach alpha ve tek-yönlü varyans analizi uygulanmıştır. Ölçeğin yapı geçerliliğini belirlemek amacıyla sırasıyla açımlayıcı (AFA) ve doğrulayıcı faktör analizi (DFA) çalışmaları yapılmıştır. Başlangıçta yedi faktör ve 35 madde olarak tasarlanan ölçme aracı uygulanan analizler ile yedi faktör ve 32 madde şeklinde son halini almış ve oluşturulan model DFA ile test edilerek uyum indeksine göre önerilen yedi faktörlü ve 32 maddeli yapı doğrulanmıştır. Ölçekte bulunan faktörler bilgi, öğretmen, öğrenci, eğitim ortamı, değerler, program içeriği ve ölçme değerlendirme olarak adlandırılmıştır. Ölçme aracının tamamından elde edilen Cronbach Alfa güvenirlik (iç tutarlık) katsayısı .97 olarak bulunmuştur. Faktörlerin sahip olduğu güvenirlik katsayıları ise .69 ile .96 arasında değiştiği tespit edilmiştir. Araştırmada elde edilen bulgular, ölçeğin eğitimci ve öğretmenlerin eğitim felsefelerini belirlemek amacıyla kullanıma uygun, geçerli ve güvenilir olduğunu göstermektedir ve gerekli durumlarda eğitimin diğer paydaşlarının da kullanımına sunulabilir.

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A Relational Analysis of Teachers’ Approaches to Curriculum Design and Classroom Management Styles

Aytaç¹,

KAYGISIZ²

2021

E-International Journal of Educational Research

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The aim of this study is to examine the relationship between teachers' approaches to curriculum design and classroom management styles. The sample of the study, which was designed using a correlational survey model, consisted of 334 teachers working in various schools in Turkey during the 2020 -2021 academic year. The sampling method employed was convenient sampling. The Approaches to Curriculum Design Scale and the Classroom Management Styles Scale were used as data collection tools. Descriptive statistics (arithmetic mean & standard deviation), Pearson's correlation coefficients, and multivariate regression analysis were used to analyze the data set. Analysis of the results of the study's first question revealed that teachers, to a large degree, prefer learner-centered curriculum designs as well as the authoritative classroom management style. Within the purview of the second question of the study, significant relationships between teachers' approaches to curriculum design and classroom management styles were examined. Analysis of the results of the study's third question showed that teachers' approaches to curriculum design significantly predicted classroom management styles. Consequently, teachers' approaches to curriculum design were found to account for 17% of the variance of the authoritarian classroom management sub-dimension, 5% of the variance of the uninvolved classroom management sub-dimension, 25% of the variance of the authoritative classroom management sub-dimension, and 9% of the variance of the permissive classroom management sub-dimension. Keeping this in mind, various in-service training programs regarding the importance of approaches to curriculum design during the teaching and learning process can be organized. In addition, in another study to be conducted, more detailed results can be obtained by using the mixed method with a larger sample size.

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Analyzing Pre-service Teachers’ Educational Philosophy Preferences, Curriculum Design Orientation, and Epistemological Beliefs with Structural Equation Model

Cited by 3 publications

References 33 publications

Implementation of Technology-Based Learning by Pre-Service Teachers During Teaching Practice Program

Implementation of Technology-Based Learning by Pre-Service Teachers During Teaching Practice Program

Scale for Determining Educational Philosophy Based on Adjective Pairs for Educators and Teachers: A Scale Development Study

A Relational Analysis of Teachers’ Approaches to Curriculum Design and Classroom Management Styles

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