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Journals / İstanbul Aydın Üniversitesi Eğitim Fakültesi Dergisi / 2016 / Cilt: 2 - Sayı: 2

An Exploration of Causal Attributions of Teacher Educators: A Single Case Study

Yilmaz SOYSAL
Hatice TANIK
Sevinç TUNALI
Pages
107–131
Publication Date
2019-10-08
DOI
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AI Summary & Key Takeaways

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

Major outcomes of the study are evaluated by means of psychological (i.e., attribution theory) and instructional (pedagogical-epistemological beliefs) lenses and suggestions are offered in the context of higher education.

📌 3 Key Takeaways

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Objective & Hypothesis:In this study, an academic’s who has been employed in a foundation-supported university teaching barriers and accompanied attributional reasoning were examined in the context of his belief system with regards to learning, teaching and knowledge.
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Key Findings & Data:This study is a basic naturalistic inquiry.
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Conclusion & Impact:Major outcomes of the study are evaluated by means of psychological (i.e., attribution theory) and instructional (pedagogical-epistemological beliefs) lenses and suggestions are offered in the context of higher education.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Teacher Education · Epistemological Beliefs · Attribution Theory

Özet

In this study, an academic’s who has been employed in a foundation-supported university teaching barriers and accompanied attributional reasoning were examined in the context of his belief system with regards to learning, teaching and knowledge. This study is a basic naturalistic inquiry. By means of qualitative data gathering and analysis, it was aimed at estimating how the relation between teaching barriers and attributional reasoning was influenced being held pedagogical-epistemological belief system of the academic. Qualitative data was collected through two different semi-structured interview protocols and gathered data was analysed with an inductive and interpretivist manner. The scholar’s beliefs system’s divergences (teacher-centred vs. learner-centred) allowed to explore the presumable relation of barrier-attribution in the context of pedagogical-epistemological belief system. It was detected that the academic held a more teacher-centred pedagogical belief system. In this context, it was also detected that the academics was liable to make attributions to overly external, non-controllable and stable factors in illuminating her barrier-attribution relation. Major outcomes of the study are evaluated by means of psychological (i.e., attribution theory) and instructional (pedagogical-epistemological beliefs) lenses and suggestions are offered in the context of higher education.

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Cite This Article

SOYSAL, Y., TANIK, H., TUNALI, S. (2019). An Exploration of Causal Attributions of Teacher Educators: A Single Case Study. İstanbul Aydın Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 2 - Sayı: 2, 107–131. https://ajindex.com/articles/771600

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