The Effect of Pre-service Teachers' Epistemological Beliefs on Teaching Approaches

Abstract

At the beginning of last century, the curriculum based on constructivist approach which is the essential of education reforms has become a foundation to solution seeking. It is obvious that the researches in literature could not provide the desired achievement. Only the existence of programs that are based on student centered approaches are not adequate for the qualified education. Teachers who implement these programs teaching approaches might be appropriate for student centered education perspective. Eventually teachers' teaching approaches affect students' learning styles and their learning process. There are various classifications in literature about teachers' learning and teaching approaches. The two most common classifications are constructivist and traditional approaches. Teachers' learning and teaching perceptiveness are affected by many variables. One of them is epistemological beliefs. Determining teachers' teaching perceptiveness and the epistemological beliefs contribute effective teacher education programs. The success of effort in educational reforms could be possible by pre-service teachers' and teachers' instruction that is based on contribution of epistemological beliefs and teaching approaches. The purpose of this study is to determine the influence of pre-service teachers' epistemological beliefs on teaching approaches. A cross-sectional survey design was employed and data were collected from 990 pre-service teachers in Turkey. Structural equation analysis using Partial Least Squares was used for statistical analysis of the data. Major findings indicated that epistemological beliefs which depend on effort and ability to learn have significant impact on constructivist teaching. The belief reference to existence of an only true has significant effect on traditional teaching. The beliefs which depend on effort have significant negative impact on traditional learning-teaching approach. According to the results of this study, pre-service teachers' believe that learning is based on existence of an only true and innate ability.

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

“…Pre-service teachers' belief that learning depends on effort is higher than other beliefs. These findings are similar to other research conducted with pre-service teachers regarding epistemological beliefs (Biçer, Er & Özel, 2013, Kürşad, 2015Kanadlı & Akbaş, 2015;Kaya & Ekici, 2015;Erdamar & Alphan 2015;Yenice, 2015;Tezci, Erdener & Satıcı, 2016;İra & Geçer, 2017;Aslan, 2017;Dursun Sürmeli & Ünver, 2017). Likewise, similar results were revealed in research conducted by Karaman and Bakaç (2018) with teachers.…”

“…(Hofer, 2001). Although it is known that the epistemological beliefs are related to the philosophy of education (Biçer, Er & Özel, 2013, Kürşad, 2015Kanadlı & Akbaş, 2015;Kaya & Ekici, 2015;Erdamar & Alphan 2015;Yenice, 2015;Tezci, Erdener & Satıcı, 2016;İra & Geçer, 2017;Aslan, 2017;Dursun Sürmeli & Ünver, 2017, Terzi & Uyangör, 2017, and that there is a relationship between the philosophy of education and the curriculum design approach (Baş, 2015;Kozikoğlu & Uygun, 2018;Aslan, 2018;Baş & Sentürk, 2019), it is understood taking a glance at the relevant literature that the relationships of all of these three variables have not yet been studied .…”

Adaptation of the Epistemological Belief Scale to Kosovo

“…Considering how epistemological beliefs are affected by issues such as culture and education, preparing policies and programs by determining the epistemological beliefs of teachers before service will contribute to reform efforts (Tezci et al, 2016). Taking especially the preparation of the programs that are student-oriented and based on the constructivist approach in recent years into account, their successful applications in classrooms indicate the importance of teachers who have developed epistemological beliefs (Brownlee et al 2001).…”

“…There are numerous studies that show teachers who have sophisticated (developed/mature) beliefs use more student-oriented teaching methods and techniques, while teachers who have naïve (undeveloped/ immature) beliefs employ more teacher-oriented teaching methods and techniques (Aypay, 2011;Cheng et al 2009;Hofer, 2004;Mashweh, 1996;Muller et al, 2008). Tezci et al (2016) determined a positive relationship between "Belief that Learning Requires Effort" and constructivist teaching and a negative relationship between "Belief that Learning Requires Effort" and traditional teaching. In a similar manner, the researchers found a negative relationship between "Belief in a Single Truth" and "Belief That Learning Requires Talent" and constructivist teaching, while they had a positive relationship with traditional teaching.…”

Adaptation of ICT Integration Approach Scale to Kosovo Culture: A Study of Validity and Reliability Analysis

“…Tay, Lim, and Lim (2013) determined that the beliefs and practices of the teacher were effective in the ICT integration in the teaching and learning process in the class. For this reason, it can be said that the perspectives of the teachers for the use of technology and their tendencies are important (Tezci, Erdener, & Atici, 2016). On the other hand, the school culture has an important influence on teachers' behaviors.…”