Evaluating constructivist beliefs of teacher candidates

Aldrich, Jennifer E.; Thomas, Kelli

doi:10.1080/1090102050250408

Cited by 10 publications

(14 citation statements)

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“…Candidate teachers taking part in this study commonly believe that the knowledge is relative and teaching should be constructivist. Similar results can be found in the academic literature (Aldrich & Thomas, 2005;Aypay, 2011;Otting, Zwaal, Tempelaar, & Gijselaers, 2010). There is more belief that process and effort are much more necessary in learning.…”

Section: Discussionsupporting

confidence: 79%

“…According to the study of Schommer (1990), (1) The source of information, (2) the accuracy of information, (3) the organization of information, (4) the learning control, and (5) the dimensions of the learning rate have been provided. There are many studies on identification of epistemological belief and whether or not it changes according to different independent variables: a) teachers (Bolden & Newton, 2008), b) university students (Aldrich & Thomas, 2005;Chai et al, 2009;Teo, Chai, Hung, & Lee, 2008) c) grade of school students (Lodewyk, 2007;Schommer-Aikins, Mau, Brookhart, & Hutter, 2000), and investigations were carried out for these groups according to age and branches.…”

Section: Introductionmentioning

confidence: 99%

“…Since teachers' beliefs are influenced by the education that they have had, many researchers have studied the candidate teachers' beliefs and the investigation on the process of change of this belief (Aldrich & Thomas, 2005;Chai, Teo, & Lee, 2009). The belief about how knowledge is obtained has been defined as epistemological belief (Hofer & Pintrich, 1997).…”

Section: Introductionmentioning

confidence: 99%

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

Bay¹,

Vural²,

Demir³

et al. 2015

IES

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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.

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Section: Discussionsupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Bay¹,

Vural²,

Demir³

et al. 2015

IES

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“…Epistemolojik inançla ilgili literatürde birçok çalışmaya rastlanmaktadır. Bu çalışmalar; a) öğretmenler (Bolden & Newton, 2008), öğretmen adayları, üniversite öğrencileri (Aldrich & Thomas, 2005;Chai, Teo, & Lee, 2009;Teo, Chai, Hung, & Lee, 2008) c) öğrenciler (Lodewyk, 2007;Schommer-Aikins, Mau, Brookhart, & Hutter, 2000) ile ilgili olup bu grupların yaş ve branş gibi değişkenlere göre durumları incelenmiştir. Epistemolojik inançların öğretmen adaylarının sınıf içi öğretim uygulamaları üzerinde etkili olacağı düşünüldüğünden dolayı (Richardson, Anders, Tidwell & Lloyd, 1991;Pajares, 1992;Renne, 1992;Shaver, 1992;Brownlee, 2003) öğretmen yetiştirmede dikkate alınmasını öneren çalışmalarda bir artış gözlemlenmektedir (Kıncal, Kartal & Şahin;.…”

Section: Introductionunclassified

Öğretmen Adaylarının Çokkültürlü Eğitim Tutumları ile Epistemolojik İnançları Arasındaki İlişkinin İncelenmesi

Türkan

Aydın²,

Üner³

2016

İlköğretim Online

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ÖZ. Bu araştırmanın amacı öğretmen adaylarının, çokkültürlü eğitim tutumları ile epistemolojik inançları arasındaki ilişkisinin incelenmesidir. İlişkisel araştırma deseninde nicel çalışmanın örnekleminde, kolay ulaşılabilir amaçlı örneklem yöntemi tercih edilmiştir. Araştırmanın katılımcılarını, Marmara bölgesinde bir devlet üniversitesi eğitim fakültesinde öğrenim gören 162 öğretmen adayları oluşturmaktadır. Veri toplama aracı olarak "Öğretmenlerin Çokkültürlü Tutum Ölçeği" ve "Epistemolojik İnanç Ölçeği" kullanılmıştır. Verilerin analizinde SPSS.20 paket programı kullanılmıştır. Araştırmadan elde edilen bulgulara göre öğretmen adaylarının çokkültürlü eğitime yönelik tutum puanları arttıkça bilginin yapılandırılmasına olan inançlarının artığı gözlemlenmiştir. Anahtar Kelimeler. Çokkültürlülük, Çokkültürlü Eğitim, Epistemolojik İnanç, Tutum ABSTRACT. The purpose of the study was to investigate the relationship between prospective teachers' attitudes toward multicultural education and epistemological beliefs. This study employed a correlational research design. The convenience sampling technique was chosen for this study. The participants of this study were 162 prospective teachers that studying at the college of education at one of the highest prestige state universities that located in Marmara region. "Teachers' Attitudes toward Multicultural Education" scale and "Epistemological Beliefs" scale were used to collect data. The data were analyzed using SPSS.20 packet program. The findings demonstrated that as prospective teachers' scores obtained from attitudes toward multicultural education increased based on their beliefs regarding construction of knowledge.

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“…Following the National Council of Teachers of Mathematics' (NCTM) publication of math education standards reflecting the constructivist approach (1989,1991), constructivist curricula were developed in many countries, and this theory's influence in the world of education grew (Aldrich & Thomas, 2005;Umay 2007). Nearly fifteen years after the NCTM's call, curricular reform began in Turkey in 2005.…”

Section: Introductionmentioning

confidence: 99%

The Educational Approaches of Turkish Pre-Service Elementary Mathematics Teachers in Their First Teaching Practices: Traditional or Constructivist?

Doruk

2014

AJTE

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Evaluating constructivist beliefs of teacher candidates

Cited by 10 publications

References 11 publications

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

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

Öğretmen Adaylarının Çokkültürlü Eğitim Tutumları ile Epistemolojik İnançları Arasındaki İlişkinin İncelenmesi

The Educational Approaches of Turkish Pre-Service Elementary Mathematics Teachers in Their First Teaching Practices: Traditional or Constructivist?

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