Investigating the Teaching and Learning Conceptions and Scientific Epistemological Beliefs of Pre-service Teachers’: A Longitudinal Study

Bıkmaz, Fatma

doi:10.15390/eb.2016.4601

Cited by 3 publications

(3 citation statements)

References 24 publications

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“…Bas (2014) argued that teachers' teaching-learning conceptions differed significantly by gender, professional seniority, and educational status. In addition, epistemological beliefs were also found effective in predicting teaching-learning conceptions (Akyildiz, 2014;Aypay, 2011;Bikmaz, 2017;Karhan, 2007). These findings in the literature showed that variables affecting the teaching-learning conception were general self-efficacy, individual innovativeness, seniority and gender, and epistemological beliefs.…”

Section: Teaching-learning Conceptionsmentioning

confidence: 99%

Teacher candidates' teaching-learning conceptions and self-efficacy in organizing out-of-school trips: The mediating role of lifelong learning

Baki̇oğlu¹

2021

Istraživanja u pedagogiji

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This study aimed to examine whether lifelong learning has a mediating role in the relationship between teacher candidates' teaching-learning conceptions and self-efficacy in organizing out-of-school trips. Structural Equation Modeling was used to determine this relationship. The study sample consisted of 341 teacher candidates. The study data were collected using the Teaching and Learning Conceptions Questionnaire, the Self-Efficacy Belief Scale for Planning and Organizing Educational Out-of-school Trips, and the Lifelong Learning Scale. Participants' ages ranged from 18 to 30 (M = 23.26; SD = 2.62). According to the findings of the study, positive and significant relationships were found between teacher candidates' teaching-learning conceptions and lifelong learning and their self-efficacy in organizing out-of-school trips. The structural equation model of the study was confirmed. In conclusion, teacher candidates' lifelong learning tendencies were found to strengthen the relationship between teaching-learning conceptions and self-efficacy in organizing out-of-school trips.

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Section: Teaching-learning Conceptionsmentioning

confidence: 99%

Teacher candidates' teaching-learning conceptions and self-efficacy in organizing out-of-school trips: The mediating role of lifelong learning

Baki̇oğlu¹

2021

Istraživanja u pedagogiji

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“…In the relevant literature, although there are studies (Liakopoulou, 2011;Suciu and Mata, 2011;Bas and Beyhan, 2013;Bas, 2015;Engin and Dasdemir, 2015;Bas and Senturk, 2017;Bikmaz, 2017;Senturk and Bas, 2018;Yildizli, Saban and Bastug, 2017) in which teachers' teachinglearning conceptions and perceptions of pedagogical competency are analyzed in terms of individual and different variables, (control ideologies, education beliefs, self-efficacy, scientific epistemological beliefs, lifelong learning, teaching motivation, etc.) limited studies in which the relationship between these two phenomena was examined appear.…”

Section: The Aim and Significance Of The Studymentioning

confidence: 99%

Teaching-Learning Conceptions and Pedagogical Competence Perceptions of Teachers: A Correlational Research

Şentürk¹,

Zeybek²

2019

Research in Pedagogy

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The objective of this research is to examine the relationship between teachers’ teaching-learning conceptions and pedagogical competence perceptions and to reveal the related findings. The research was designed in the relational survey model. The study group of the research is composed of teachers who work in elementary and secondary public schools in Karaman district of Turkey (n = 223). In the research, it was found that there are positive or negative relationships between teachers’ teaching-learning conceptions and pedagogical competence perceptions sub-dimensions. In addition, according to regression analysis, it was seen that the model was significant as a whole and teachers’ teaching-learning conceptions and pedagogical competence perceptions were significantly associated. It was understood that the teachers’ teaching-learning conceptions explained 42% of their pedagogical competence perceptions. According to the findings of the research, it was observed that teachers mostly had traditional teaching-learning conceptions and there was no significant relationship between their traditional teaching-learning conceptions and their pedagogical competence perceptions except the first dimension. It was found that there was a significantly positive relationship between their teaching-learning conceptions and their pedagogical competence perceptions among teachers who have constructivist teaching-learning conception. According to these findings, teachers’ pedagogical competence perception levels decrease as their teaching-learning conceptions move towards the traditional conceptions, and pedagogical competence perception levels increases as their teaching-learning conceptions move towards constructivism. When all these results are taken into consideration, teachers should be educated in accordance with the constructivist teaching-learning conception in line with their contemporary educational philosophies, models and conceptions.

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“…The epistemological beliefs and creative behaviours that teachers have will help students to find solutions to problems, solve complex relationships between variables, and develop their abilities to explain their results. In the national and international literature, studies in which epistemological beliefs are examined (Aypay, 2011;Şahin Taşkın, 2012) and the relationship with various variables are analysed (Önen Öztürk, 2016;Aslan, 2017;Ekinci, & Tican, 2017;Bıkmaz, 2017;Kutluca, Soysal, & Radmard, 2018) stand out. Studies for determining the level of creativity mostly related to creative behaviors (Özel, & Bayındır, 2015;İnel Ekici, 2016;Gökden Kaya, 2018;Batdal Karaduman & Çiftci, 2018), revealing the relationship with various variables (Yenilmez, & Yolcu, 2007;Gök, & Erdoğan, 2011;İşleyen, & Küçük, 2013;Topoğlu, 2015;Akcanca, & Cerrah Özsevgeç, 2016;Yıldız, & Baltacı, 2018;Ulusoy Yılmaz, & Yıldız, 2019), for the development of creativity (Birişçi, & Karal, 2011;Dere, 2017) attract attention.…”

Section: Introductionmentioning

confidence: 99%

Investigation of Epistemological Beliefs and Creativity Fostering Behaviours of Prospective Teachers' in Terms of Various Variables

Alkan

YÃ1⁄4cel

2021

MJESTP

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This study aims to investigate the prospective teachers' epistemological beliefs and creativity fostering behaviour and changes with the same according to various variables. The study was designed based on the relational survey model. The sample of the research consisted of 420 prospective teachers. For the purpose of the study, the epistemological beliefs scale and creativity fostering teacher index were used as data collection tools. The difference between the epistemological beliefs and creativity fostering teacher index sub-dimensions according to gender, programme and university variables was examined by "Multivariate Variance Analysis MANOVA". As a result of the research, the prospective teachers' epistemological belief and creativity fostering behaviour were found to be average. However, when the changes in the sub-dimensions of epistemological belief scale according to gender and university variables were examined, the effect of both variables was significant. The changes in epistemological beliefs according to the class and education programme were not significant. There was also no significant difference in sub-dimensions of creativity fostering teacher index scales according to gender and programme and class and programme.

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Investigating the Teaching and Learning Conceptions and Scientific Epistemological Beliefs of Pre-service Teachers’: A Longitudinal Study

Cited by 3 publications

References 24 publications

Teacher candidates' teaching-learning conceptions and self-efficacy in organizing out-of-school trips: The mediating role of lifelong learning

Teacher candidates' teaching-learning conceptions and self-efficacy in organizing out-of-school trips: The mediating role of lifelong learning

Teaching-Learning Conceptions and Pedagogical Competence Perceptions of Teachers: A Correlational Research

Investigation of Epistemological Beliefs and Creativity Fostering Behaviours of Prospective Teachers' in Terms of Various Variables

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