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Journals / Kalem Uluslararası Eğitim ve İnsan Bilimleri Dergisi / 2017 / Cilt: 7 - Sayı: 1

Fen Bilgisi Öğretmen Adaylarımızın Patikası: ‘Benlik’ Kavramını İçeren İnanç Sistemi Yaklaşımı

The Path That a Turkish Preservice Teacher Follows: A Teaching Belief System Approach Including ‘Self’1

ERALP BAHÇİVAN
BEKİR KÜRŞAT DORUK
İBRAHİM ALPER KÖSE
Pages
41–65
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Results showed that preservice teachers had three different types of self: autonomous, related and autonomous-related.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study was conducted to examine the relationships among preservice teachers’ beliefs about self, epistemological beliefs and conceptions about teaching and learning.
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Key Findings & Data:For this purpose, a structural model was proposed based on the belief system approach of Rokeach (1968).
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Conclusion & Impact:Results showed that preservice teachers had three different types of self: autonomous, related and autonomous-related.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This study was conducted to examine the relationships among preservice teachers’ beliefs about self, epistemological beliefs and conceptions about teaching and learning. For this purpose, a structural model was proposed based on the belief system approach of Rokeach (1968). Results of such a model have both theoretical and implicational contributions. To examine the proposed model, three different scales were utilized. A total of 918 Turkish preservice teachers participated in the study. Results showed that preservice teachers had three different types of self: autonomous, related and autonomous-related. If a preservice teacher had autonomous or autonomous-related self, s/he would have also sophisticated epistemological beliefs. Additionally, preservice teachers’ sophisticated epistemological beliefs allowed them to hold more constructivist conceptions. Considering these results, some implications were presented in this paper

Özet

Bu çalışmanın amacı öğretmen adaylarında benlik, epistemolojik inançlar ve öğrenme-öğretme anlayışları arasındaki ilişkilerin incelenmesidir. Bu amaç doğrultusunda Rokeach (1968) tarafından ortaya konan inanç sistemi göz önünde bulundurularak yapısal bir model önerilmiştir. Böyle bir modelin sonuçlarının hem teorik hem de uygulama alanında katkılar sunacağına inanılmaktadır. Veri toplama amacıyla üç farklı ölçek kullanılmıştır. Çalışmanın örneklemi 918 öğretmen adayını kapsamaktadır. Çalışmanın sonuçlarına göre öğretmen adaylarında üç farklı benlik tipi gözlemlenmiştir: özerk, ilişkisel ve özerk-ilişkisel. Ayrıca, özerk ya da özerk-ilişkisel benliğe sahip adayların sofistike epistemolojik inançlara sahip olduğu görülmüştür. Bunun yanında öğretmen adaylarının sofistike epistemolojik inançlarının yapılandırmacı anlayışa sahip olmalarına sebep olduğu gözlemlenmiştir. Bu sonuçlar doğrultusunda uygulama önerileri çalışma içinde sunulmuştur

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Cite This Article

BAHÇİVAN, E., DORUK, B. K., KÖSE, İ. A. (2017). Fen Bilgisi Öğretmen Adaylarımızın Patikası: ‘Benlik’ Kavramını İçeren İnanç Sistemi Yaklaşımı. Kalem Uluslararası Eğitim ve İnsan Bilimleri Dergisi, Cilt: 7 - Sayı: 1, 41–65. https://ajindex.com/articles/192909

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