SavedAdd your journal

Journals / Çukurova Üniversitesi Eğitim Fakültesi Dergisi / 2019 / Cilt: 48 - Sayı: 1

Examination of Pedagogical Formation Certificate Program Students' Educational Beliefs

Fatma SADIK
Pages
757–786
Publication Date
2022-11-05
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

As a result of the study, the belief levels of the students in the existentialist and progressive education philosophieswere determined to be higherwhilethebelieflevelsintheessentialismeducationphilosophywere determined to be lower.The obtained results demonstrated that the participants, who were over 30 years of age, were married and who had children, adopted the existentialist educational belief, while the male participants adopted the essentialist educational belief more.Essentialism education philosophy wassignificantly higher in students who graduated from science, literature and sports sciences.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study, which examines the educational beliefs of students who participate in the pedagogical formation certificate program, is a descriptive study in the correlational surveymodel.
📊
Key Findings & Data:Four hundred sixty-six students (305 females, 161 males) who attendedthe pedagogical formation certificate program at Çukurova University participated in the study voluntarily.
💡
Conclusion & Impact:As a result of the study, the belief levels of the students in the existentialist and progressive education philosophieswere determined to be higherwhilethebelieflevelsintheessentialismeducationphilosophywere determined to be lower.The obtained results demonstrated that the participants, who were over 30 years of age, were married and who had children, adopted the existentialist educational belief, while the male participants adopted the essentialist educational belief more.Essentialism education philosophy wassignificantly higher in students who graduated from science, literature and sports sciences.
🔬Design:Survey & Empirical Study
📍Scope:2011 Verileri
⚙️Variables:Domain Parameters

Abstract

This study, which examines the educational beliefs of students who participate in the pedagogical formation certificate program, is a descriptive study in the correlational surveymodel. Four hundred sixty-six students (305 females, 161 males) who attendedthe pedagogical formation certificate program at Çukurova University participated in the study voluntarily. Data were collected using the Educational Beliefs Scale (SCI) developed by Yılmaz, Altınkurt & Çokluk (2011) and analyzed usingthe Mann Whitney U and Kruskal Wallis H tests. As a result of the study, the belief levels of the students in the existentialist and progressive education philosophieswere determined to be higherwhilethebelieflevelsintheessentialismeducationphilosophywere determined to be lower.The obtained results demonstrated that the participants, who were over 30 years of age, were married and who had children, adopted the existentialist educational belief, while the male participants adopted the essentialist educational belief more.Essentialism education philosophy wassignificantly higher in students who graduated from science, literature and sports sciences. The teaching experience createda significant difference in the educational beliefs of the students, and the students who worked in the education center and study center were observed to adopt the essentialism education philosophy more. According to the obtained results, the most effective factors in the development of students' educational beliefs are attitudes and behaviors of teachers giving them lessons during their education, the methods and techniques used by teachers, and the central examination system.

🔖

Cite This Article

SADIK, F. (2022). Examination of Pedagogical Formation Certificate Program Students' Educational Beliefs. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 48 - Sayı: 1, 757–786. https://ajindex.com/articles/649536

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (15)

  1. Alkın-Şahin, S., Tunca, N. ve Ulubey, Ö. (2014). Öğretmen adaylarının eğitim inançları ileeleştirel düşünme eğilimleri arasındaki ilişki. İlköğretim Online, 13(4), 1473-1492.
  2. Altınkurt, Y., Yılmaz, K. & Oğuz, A. (2012). İlköğretim ve ortaöğretim okulu öğretmenlerinin eğitim inançları. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 31(2), 1-19.
  3. Altınkurt, Y., Yılmaz, K. & Erol, E. (2014). Pedagojik formasyon programı öğrencilerinin öğretmenlik mesleğine yönelik motivasyonları. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 4(1), 48-62.
  4. Anderson, D. (2015) The nature and influence of teacher beliefs and knowledge on the science teaching practice of three generalist New Zealand primary teachers. Research Science Education, 45, 395–423.
  5. Aydemir, H. (2012). Sosyal bilgiler öğretmenlerinin öğretim yöntem, teknik ve stratejileri kullanma yeterlikleri. Hikmet Yurdu Dergisi, 5 (9), 81-100.
  6. Aydın, S. & Çakıroğlu, J. (2010). İlköğretim fen ve teknoloji dersi öğretim programına ilişkin öğretmen görüşleri: Ankara örneği. İlköğretim Online, 9(1), 301-315.
  7. Ayvacı, H. Ş., & Durmuş, A. (2013). Fen ve teknoloji öğretmenlerinin mesleklerinin ilk yıllarında karşılaştıkları sorunlar ve bu sorunların yıllara göre değişimi. Kazım Karabekir Eğitim Fakültesi Dergisi, 27, 29-44.
  8. Balbağ, M. Z., & Karaer, G. (2016). Fen bilgisi öğretmenlerinin fen öğretiminde karşılaştıkları sorunlara yönelik öğretmen görüşleri. Eğitim ve Öğretim Araştırmaları Dergisi, 5(3), 1-11.
  9. Black, A., & Ammon, P. (1992). A developmental-constructivist approach to teacher education. Journal of Teacher Education, 43(5), 323-335.
  10. Bandura, A. (1977).Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2),191-215.
  11. Baran, N. İ., & Altun, T. (2014). Dershanelerin eğitim sistemimizdeki yeri ve önemi.Journal of Research in Education and Teaching,3(2).333-344.
  12. Bardak, Ş. & Karamustafaoğlu, O. (2016). Fen bilimleri öğretmenlerinin kullandıkları öğretim strateji, yöntem ve tekniklerin pedagojik alan bilgisi bağlamında incelenmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 567-605.
  13. Baştürk, S., & Doğan, S. (2011).Özel dershane matematik öğretmenlerinin özel dershaneleri değerlendirmeleri.e-İnternational Journal Of Educational Research, 2 (3), 68-86.
  14. Belet, Ş. D., & Güven, M. (2011). Sınıf öğretmeni adaylarının epistemolojik inançlarının ve bilişüstü stratejilerinin incelenmesi, Kuram ve Uygulamada Eğitim Bilimleri, 11(1), 31-57.
  15. Beyaztaş, D. İ., Kaptı, S. B., & Gelbal, S. (2