Effect of undergraduate education on the educational philosophies of prospective teachers: A longitudinal study

Abstract

The aim of this study is to determine the change occurred in educational philosophies of prospective teachers in the process of a four-year undergraduate education. This study was designed as a longitudinal panel study. The sample of the study consists of 323 prospective teachers from Çukurova University Faculty of Education. In analyzing the data gathered by means of Philosophy Preference Assessment Form, one-way ANOVA for repeated measures and two-way ANOVA for mixed measures were used. According to the results, while there was a decrease in the perennialism and idealism, there was an increase in existentialism philosophical understandings of the prospective teachers from the 1st year towards the 4th year; and there were no significant changes in other philosophical understandings.

Relationship between Math Teachers’ Instructional Styles and Their Educational Philosophical Backgrounds

“…Livingston, McClain and DeSpain (1995), Doğanay and Sarı (2003) and Duman and Ulubey (2008) also found the similar results. Oliva (2005) and Doğanay (2011) suggest that educators often preferred the philosophy of progressivity, the other name of experimentalism. The researches carried out by Doğanay (2011) and Tekin and Üstün (2008) stated that the highest positive average of the candidates of mathematics teachers is the experimentalist philosophy.…”

“…Oliva (2005) and Doğanay (2011) suggest that educators often preferred the philosophy of progressivity, the other name of experimentalism. The researches carried out by Doğanay (2011) and Tekin and Üstün (2008) stated that the highest positive average of the candidates of mathematics teachers is the experimentalist philosophy. According to these results, it can be argued that mathematics teachers' philosophical preferences in the pre-service education have become clearer and they continue in their professional lives.…”

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

“…When findings of the preference for educational philosophies were examined, progressivism and reconstructivism preferences were dominant preferences, there were positively high correlations between progressivism and re-constructivism, there were positively high correlations between essentialism and perennialism, and there were negative correlations between these two groups. These findings are similar to other research conducted with pre-service teachers regarding educational philosophy (Kumral, 2015;Uyangör vd., 2016;Hayırsever & Oğuz, 2017;Yılmaz, 2017;Kozikoğlu & Erden, 2018;Aslan, 2018;Bingöl & Kinay, 2018;Doğanay & Sarı, 2018;Balcı & Küçükoğlu,2019). As a result, it can be said that, with similar studies in the field, prospective teachers adopt contemporary educational philosophies.…”

The Effects of Designing a Transdisciplinary Inquiry-based Curriculum on Pre-service Teachers: A Case of International Baccalaureate

“…Ayrıca disiplinler ötesi sorgulama tasarlama sürecinin öğrenci ve sorun merkezli program tasarımı üzerinde yüksek düzeyde etkisinin olduğu sonucuna ulaşılmıştır. Doğanay (2011), Ortaöğretim Alan Öğretmenliği Tezsiz Yüksek Lisans Programı'na kayıtlı öğretmen adaylarının aldıkları eğitimin felsefi anlayışları üzerinde bir miktar değişim yarattığı sonucuna ulaşmıştır. Kozikoğlu ve Erden (2018) ise araştırmalarında hizmet öncesi eğitim sürecinde öğretmen adaylarının eğitim felsefesi inançlarında anlamlı bir farklılık gözlemlememişlerdir.…”