Pre-Service teachers' Epistemological beleifs and Conceptions of Teaching

Yılmaz, Harun; Şahin, Sami

doi:10.14221/ajte.2011v36n1.6

Cited by 37 publications

(25 citation statements)

References 30 publications

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“…The first finding of the study indicates that the prospective teachers' level of attitude towards multicultural educational as well as their level of constructivist teaching-learning conception are good, while their traditional teaching-learning conception is at a medium level. It has been reported by Baş (2014) and Engin and Daşdemir (2015) who found that teachers have constructivist teaching-learning conception, while Baş and Beyhan (2013), Aydın et al (2015), Aypay (2011), Yılmaz and Şahin (2011) and Oğuz (2011) found that prospective teachers have constructivist teachinglearning conception. These findings are thought to be related to the implementation of curricula in Turkey that target constructivism, and frequently laying emphasis on the importance and requirement of constructivism in teachers' and prospective teachers' education.…”

Section: Discussionmentioning

confidence: 91%

Prospective teachers conceptions of teaching and learning and their attitudes towards multicultural education

Koç¹,

KÃ¶ybaÅŸi²

2016

Educ. Res. Rev.

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This study aims to analyze the conceptions of the senior students at the faculty of education along with their attitudes towards multicultural education according to gender and department variables, and to identify degree to which their conception of teaching and learning predicts their attitudes towards multicultural education. A total of 278 prospective teachers, including 190 female and 88 male, who are attending the Faculty of Education of Cumhuriyet University participated in the study, which was conducted using a relational screening model. Data were collected using the Teacher Multicultural Attitude Survey (TMAS) and the Teaching and Learning Conceptions Questionnaire (TLCQ). Data obtained in the study was analyzed using One-Way Anova, Scheffe Test and Multiregression analysis. According to the findings of these analyses, the prospective teachers' conceptions of teaching and learning, and their multicultural educational attitudes varied significantly depending on the variables of department and gender. The prospective teachers' conceptions of teaching and learning predicted their attitudes towards multicultural education at a significant level. The obtained results were discussed in the light of the relevant literature, and were made for future studies.

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Section: Discussionmentioning

confidence: 91%

Prospective teachers conceptions of teaching and learning and their attitudes towards multicultural education

Koç¹,

KÃ¶ybaÅŸi²

2016

Educ. Res. Rev.

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“…In Year 4 of the study, student teachers' conception of teaching and learning was assessed by the 30-item Conception of Teaching and Learning Questionnaire (CTLQ), which was developed by Chan (2001) and validated for Hong Kong student teachers (Chan 2001;Wong and Lo in press), and has been used to examine pre-service teachers in Hong Kong (Chan and Elliott 2004;Cheng et al 2009), Singapore (Teo and Chai 2008) and Turkey (Yılmaz and Şahin 2011). Two conceptions have been empirically identified, namely the constructivist and traditional conceptions.…”

Section: Quantitative Survey Findings and Discussionmentioning

confidence: 99%

“…It has been suggested that student teachers need to experience learning themselves in an environment which is consistent with the constructivist view so that they can construct their understanding in relation to teaching, and reconstruct their own beliefs and strategies (Guyton 2000;Yılmaz and Şahin 2011). This implies that student teachers need to experience adopting an active role in their professional learning, which can be made possible by faculty taking on a facilitator role, focusing on student teachers' learning, and creating opportunities for dialogues between student teachers and faculty, and among student teachers themselves in ITE coursework.…”

Section: Professional Learning In Ite Courseworkmentioning

confidence: 99%

Professional learning in initial teacher education: vision in the constructivist conception of teaching and learning

Tang

Wong

Cheng

2012

Journal of Education for Teaching

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With the constructivist view of learning as a conceptual lens, this paper examines student teachers' professional learning in initial teacher education (ITE). A mixed-method study was conducted with student teachers of a Bachelor of Education Programme in Hong Kong. The quantitative element of the study reveals that student teachers held a constructivist conception of teaching and learning, and this conception was related to their learning experiences in different aspects of the ITE Programme, including the core components of the formal curriculum, informal and hidden curriculum, field experience and non-local experiences. The qualitative findings added further understanding of the dynamics and complexities of student teachers' development of the constructivist conception through learning in ITE coursework and fieldwork as well as their active construction of the professional artistry of teaching. Implications for enhancing student teachers' professional learning in ITE in support of the constructivist conception of teaching and learning are discussed.

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“…A number of researchers have measured epistemological beliefs using self-report questionnaires [16, 19, 48-50, 79, 80]. e majority of this research has focused on college students' epistemological beliefs, although more recent research has examined either preservice teachers [81][82][83][84][85][86][87][88][89][90] or inservice teachers' epistemological beliefs [22,54,[91][92][93].…”

Section: Measuring Epistemological Beliefs: Questionnairesmentioning

confidence: 99%

Conceptual Integration and Measurement of Epistemological and Ontological Beliefs in Educational Research

Schraw

2013

ISRN Education

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This paper examines the conceptualization and measurement of epistemological and ontological phenomena and makes recommendations for improving the conceptual framework and methodological assessment of these phenomena. I discuss the ways educational researchers have studied beliefs and how this research can be improved through a comprehensive conceptual framework and better measurement. This paper provides definitions of epistemological and ontological beliefs and world views, discusses six complementary strategies for assessing these beliefs, compares the strengths of these strategies, and provides examples of how they have been used in the research literature. This paper discusses challenges related to the development of a comprehensive theoretical framework for beliefs, as well as ways to improve measurement of these beliefs and summarizes six emergent themes.

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Pre-Service teachers' Epistemological beleifs and Conceptions of Teaching

Cited by 37 publications

References 30 publications

Prospective teachers conceptions of teaching and learning and their attitudes towards multicultural education

Prospective teachers conceptions of teaching and learning and their attitudes towards multicultural education

Professional learning in initial teacher education: vision in the constructivist conception of teaching and learning

Conceptual Integration and Measurement of Epistemological and Ontological Beliefs in Educational Research

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