The Adaptation of the Teaching-Learning Conceptions Questionnaire and Its Relationships with Epistemological Beliefs


KURAM VE UYGULAMADA EGITIM BILIMLERI, vol.11, no.1, pp.21-29, 2011 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 11 Issue: 1
  • Publication Date: 2011
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.21-29
  • Keywords: Teaching and Learning Conception, Epistemological Belief, Confirmatory Factor Analysis, Questionnaire, PERSONAL EPISTEMOLOGY, COGNITIVE ENGAGEMENT, PRESERVICE TEACHERS, STUDENTS, MOTIVATION, ACHIEVEMENT, PERFORMANCE, KNOWLEDGE, SCHOOL
  • Eskisehir Osmangazi University Affiliated: No


The primary purpose of this study was to adapt the Teaching-learning Approaches Questionnaire. The working group of the study consisted of 341 student-teachers. The results indicated that the factor structure is partially consistent with the model. Cronbach reliability coefficient for the whole instrument was .71, while sub-scale reliabilities were .88 and .83. The 30-item questionnaire loaded into two factors. The secondary purpose of this study was to determine the relationship between epistemological beliefs and teaching-learning conceptions. Further analyses carried out whether teaching-learning conceptions differ based on gender and class-levels. Results indicated that there were significant relationships between epistemological beliefs and teaching-learning conceptions; the student-teachers preferred constructivist approach over the traditional approach, and student-teacher views differed based on gender and class-level. Finally, significant correlations were found among epistemological beliefs (Innate/Fixed Ability, Learning Effort, Learning Process - Casting Doubt on Authority/Expert Knowledge, and Certainty of Knowledge) and approaches to teaching and learning (Constructivist Conception, Traditional Conception).