Teacher education student's epistemological beliefs and their conceptions about teaching and learning

AYPAY A.

2nd World Conference on Educational Sciences (WCES-2010), İstanbul, Türkiye, 4 - 08 Şubat 2010, cilt.2, ss.2599-2604 identifier identifier

  • Yayın Türü: Bildiri / Tam Metin Bildiri
  • Cilt numarası: 2
  • Doi Numarası: 10.1016/j.sbspro.2010.03.380
  • Basıldığı Şehir: İstanbul
  • Basıldığı Ülke: Türkiye
  • Sayfa Sayıları: ss.2599-2604
  • Eskişehir Osmangazi Üniversitesi Adresli: Evet

Özet

The purpose of this study is to adapt the teaching-learning approaches questionnaire in to Turkish and determine the relationship between teacher education students' espistemological beliefs and their aproaches to teaching-learning. The results, based on 341 student-teachers, indicated that the factor sturucture is consistent with the model. Further analyses indicated that student teacher views differ based on gender, department, class-level. Finally, relationships were found among epistemological beliefs (Innate/Fixed Ability, Learning Effort, Learning Process/Expert Knowledge, Certainty Knowledge) and approaches to teaching and learning (Constructivist Conception, Traditional Conception). (C) 2010 Elsevier Ltd. All rights reserved.