Investigating the Relationship Between Teachers’ Educational Philosophy Beliefs and Teaching-Learning Approaches

Authors : G. Candan Hamurcu, Nazlı Altuncu

Pages : 1681-1716

Doi:10.29299/kefad.1275803

View : 207 | Download : 222

Publication Date : 2023-12-21

Article Type : Research Paper

Abstract :Educational philosophies and teaching-learning conceptions adopted by teachers are among the most important factors affecting their classroom practices. For this reason, in this study, teachers\' levels of educational philosophy, their levels of teaching-learning understanding, the relationship between these two variables and to what extent educational philosophies predict teaching-learning conceptions were examined. A correlational survey model was employed in the research. The sample of the study consists of teachers working in primary schools, secondary schools and high schools affiliated with the Ministry of Education in the 2022-2023 academic year. To collect data, a 40-item scale prepared by Ekiz (2005) to measure teachers\' tendency in educational philosophies and the \"Teaching and Learning Conceptions Scale\" adapted to Turkish by Aypay (2011) were used in the study. As a result of the research, it was seen that the teachers adopted the philosophy of progressivism at the highest level. This philosophy is followed by reconstructionism, perennialism and essentialism, respectively. It was determined that the teachers adopted the constructivist approach at a high level and the traditional approach at a moderate level. In the study, relations were found between the preferred educational philosophy and the teaching-learning approach at different levels and directions. According to the research findings, educational philosophies are a strong predictor of teaching-learning conceptions.
Keywords : Felsefi inanç, öğrenme öğretme anlayışı, öğretmen