International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2019, Vol. 15(4) 83-95

Exploring Pre-Service Teachers’ Pedagogical Beliefs in Primary Education

Çiğdem Şahin Taşkın

pp. 83 - 95   |  DOI: https://doi.org/10.29329/ijpe.2019.203.7   |  Manu. Number: MANU-1902-21-0002

Published online: August 02, 2019  |   Number of Views: 335  |  Number of Download: 943

Save PDF

Abstract

Considerable research emphasized that pre-service teachers enter teacher education programs with beliefs about teaching and learning and relate their beliefs to the experiences they gained through their previous studies. Then, their pre-existed beliefs have been shaped through the teacher education. Therefore, understanding pre-service teachers’ pedagogical beliefs plays an important role in their professional development. The purpose of this research is to understand pre-service teachers’ pedagogical beliefs in primary education in Turkey. Pedagogical Beliefs Scale developed by the author is used in order to understand their pedagogical beliefs. Scale development included data from 553 pre-service teachers. To understand primary pre-service teachers' pedagogical beliefs, data gathered from 310 primary pre-service teachers. Findings revealed that majority of the pre-service teachers hold constructivist beliefs. Although there is no statistically significant difference among the primary pre-service teachers regarding the year they enrolled, statistically significant difference found in favour of female pre-service teachers. Findings of this research revealed that pre-service teachers hold compatible pedagogical beliefs with the demands of the primary curriculum in Turkey.

Keywords: Pedagogical beliefs, pre-service teachers, scale development, teacher education

How to Cite this Article?

APA 6th edition
Taskin, C.S. (2019). Exploring Pre-Service Teachers’ Pedagogical Beliefs in Primary Education . International Journal of Progressive Education, 15(4), 83-95. doi: 10.29329/ijpe.2019.203.7

Harvard
Taskin, C. (2019). Exploring Pre-Service Teachers’ Pedagogical Beliefs in Primary Education . International Journal of Progressive Education, 15(4), pp. 83-95.

Chicago 16th edition
Taskin, Cigdem Sahin (2019). "Exploring Pre-Service Teachers’ Pedagogical Beliefs in Primary Education ". International Journal of Progressive Education 15 (4):83-95. doi:10.29329/ijpe.2019.203.7.
References
  1. Allen, L. Q. (2010). Teachers' pedagogical beliefs and the standards for foreign language learning, Foreign Language Annals, 35(5), 518–529. [Google Scholar]
  2. Atweh, B., & Abadi, S. (2012). Investigating teachers pedagogical beliefs in Indonesia and Australia, Asia-Pacific Education Researcher, 21(2), 325–335. [Google Scholar]
  3. Becker, H. (2000). Findings from the teaching, learning, and computing survey. Education Policy Analysis Archives, 8(51). Retrieved 11 April 2014, from http://epaa.asu.edu/ojs/article/view/442. [Google Scholar]
  4. Becker, H. J., & Anderson, R. E. (1998). Teacher's Survey: Combined Versions 1-4. California: Center for Research on Information Technology and Organizations, University of California. [Google Scholar]
  5. Bird, T., Anderson, L., Sullivan, B., & Swidler, S. (1992). Pedagogical Balancing Acts: A Teacher Educator Encounters Problems in an Attempt to Influence Prospective Teachers’ Beliefs. Washington, DC: Office of Educational Research and Improvement.  [Google Scholar]
  6. Brown, C. A., & Cooney, T. J. (1982). Research on teacher education: A philosophical orientation. Journal of Research and Development in Education, 15(4), 13–18. [Google Scholar]
  7. Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 709–725). New York: Macmillan.  [Google Scholar]
  8. Cengizhan, S. & Tanrıseven, I. (2011). The reflection of Constructivist Approach to Faculty of Education Programs, 1st International Conference on Curriculum and Instruction, Eskisehir, Turkey.  [Google Scholar]
  9. Chai, C. S. (2010). Teachers’ epistemic beliefs and their pedagogical beliefs: A qualitative case study among Singaporean teachers in the context of ICT-supported reforms, The Turkish Online Journal of Educational Technology, 9(4), 128–139. [Google Scholar]
  10. Chai, C. S., & Khine, M. S. (2008). Assessing the epistemological and pedagogical beliefs among pre-service teachers in Singapore. In M. S. Khine (Ed.), In Knowing, knowledge and beliefs: Epistemological studies across diverse cultures (pp. 287–299). Amsterdam, Netherlands: Springer.  [Google Scholar]
  11. Chan, K.W., & Elliott, R.G. (2004). Epistemological beliefs across cultures: Critique and analysis of beliefs structure studies. Educational Psychology, 24(2), 123–142. [Google Scholar]
  12. Cruickshank, V., Pedersen, S., Hill, A., & Callingham, R. (2015). Construction and validation of a survey instrument to determine the gender-related challenges faced by pre-service male primary teachers. International Journal of Research & Method in Education, 38(2), 184–199. [Google Scholar]
  13. Duffy, T. M., & Jonassen, D. H. (1992). Constructivism: New implications for instructional technology. In T. M. Duffy & D. H. Jonassen (Eds.), Constructivism and the technology of instruction: A conversation (pp. 1–16). Hillsdale, NJ: Lawerence Erlbaum. [Google Scholar]
  14. De Corse, C. J. B., & Vogtle, S. P. (1997). In a complex voice: The contradictions of male elementary teachers’ career choice and professional identity. Journal of Teacher Education, 48(1), 37–46. [Google Scholar]
  15. Entwistle, N., Skinner, D., Entwistle, D., & Orr, S. (2000). Conceptions and beliefs about “good teaching”: An integration of contrasting research areas. Higher Education Research & Development, 19(1), 5–26.  [Google Scholar]
  16. Ertmer, P. A. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.  [Google Scholar]
  17. Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47–65. [Google Scholar]
  18. Fessakis, G., & Karakiza, T. (2011). Pedagogical beliefs and attitudes of computer science teachers in Greece, Themes in Science and Technology Education, 4(2), 75–88. [Google Scholar]
  19. Gipps, C., McCallum, B., & Hargreaves, E. (2000). What makes a good primary school teacher? London: Routledge Falmer. [Google Scholar]
  20. Gipps, C., & Stobart, G. (2003). Alternative Assessment in T. Kellaghan & D.Stufflebeam (Eds), International Handbook of Educational Assessment (pp. 549–575). Dordrecht: Kluwer Academic Publishers. [Google Scholar]
  21. Harden, R. M., & Crosby, J. (2000). AMEE Guide No 20: The good teacher is more than a lecturer-the twelve roles of the teacher, Medical Teacher, 22(4), 334–347.  [Google Scholar]
  22. Hart, D. (1994). Authentic assessment: A handbook for educators. Menlo Park, CA: Addison-Wesley. [Google Scholar]
  23. HEC (2007). Öğretmen yetiştirme ve eğitim fakülteleri (1982-2007). Ankara: Higher Education Council. [Google Scholar]
  24. Holt-Reynolds, D. (2000). What does the teacher do? Constructivist pedagogies and prospective teachers’ beliefs about the role of a teacher. Teaching and Teacher Education, 16(1), 21–32. [Google Scholar]
  25. Howes, C., Whitebook, M., & Phillips, D. (1992). Teacher characteristics and effective teaching in child care: Findings from the national child care staffing study, Child and Youth Care Forum, 21(6), 399–414. [Google Scholar]
  26. Hu, L. & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: conventional criteria versus new alternatives. Structural Equation Modelling, 6(1), 1–55. [Google Scholar]
  27. Hutcheson, G. D., and Sofroniou, N. (1999). The Multivariate Social Scientist: An Introduction to Generalized Linear Models. London: Sage Publications.  [Google Scholar]
  28. Jorgensen (Zevenbergen), R., Grootenboer, P., Niesche, R. & Lerman, S. (2010). Challenges for teacher education: The mismatch between beliefs and practice in remote Indigenous Contexts, Asia Pacific Journal of Teacher education, 38(2), 161–175.  [Google Scholar]
  29. Johnson, K. E. (1999). Understanding Language Teaching: Reasoning in Action. Boston, MA: Heinle & Heinle Publishers. [Google Scholar]
  30. Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27, 65–90. [Google Scholar]
  31. Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika 39(1), 31–36. [Google Scholar]
  32. Kim, J. S. (2005). The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies, Asia Pacific Education Review, 6(1), 7–19.  [Google Scholar]
  33. Korb, K. A. (2011). Self-report questionnaires: Can they collect accurate information? Journal of Educational Foundations, 1, 5-12. [Google Scholar]
  34. Korthagen, F.A.J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77–97. [Google Scholar]
  35. Lee, I. (2015). Student teachers’ changing beliefs on a pre-service teacher education course in Hong Kong in T. Wright & Baumont, M. (Eds.), Experiences of Second Language Teacher Education (pp. 15–41), UK: Palgrave Macmillion. [Google Scholar]
  36. Lim, C. P., & Chai, C. S. (2008). Teachers’ pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons, British Journal of Educational Technology, 39(5), 807–828.  [Google Scholar]
  37. Lim, C. P., & Chan, B. C. (2005). MicroLESSONS in teacher education: Examining pre-service teachers’ pedagogical beliefs, Computers and Education, 48(3), 474–494. [Google Scholar]
  38. Lopes, J. & Santos, M. (2013). Teachers’ beliefs, teachers’ goals and teachers’ classroom management: A study with primary teachers, Revista de Psicodidáctica, 18(1), 5–24. [Google Scholar]
  39. Lord, T. R. (1999). A comparison between traditional and constructivist teaching in Environmental Science, The Journal of Environmental Science, 30(3), 22–28. [Google Scholar]
  40. Loyens, S. M. M., & Gijbels, D. (2008). Understanding the effects of constructivist learning environments: Introducing a multi-directional approach, Instructional Science, 36, 351–357.  [Google Scholar]
  41. MoNE (2005). İlköğretim 1–5. Sınıf Programları, Ankara, Devlet Kitapları Müdürlüğü Basım evi. [Google Scholar]
  42. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317–28. [Google Scholar]
  43. Ng, W., Nicholas, H., & Williams, A. (2010). School experience influences on pre-service teachers’ evolving beliefs about effective teaching. Teaching and Teacher Education, 26, 278–289. [Google Scholar]
  44. Pajares, M. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332 . [Google Scholar]
  45. Richardson, V. (2003). Preservice teachers’ beliefs. In J. Raths & A. McAninch (Eds.), Teacher beliefs and teacher education. Advances in teacher education (pp. 1–22.). Greenwich, CT: Information Age Publishers.  [Google Scholar]
  46. Sarı, M. & Basarır, F. (2016). Analayzing teachers' perceptions of female teacher and male teacher within traditional gender roles. International Journal of Education and Researcher, 4(3), 205-224. [Google Scholar]
  47. Seaman, C. E., Szydlik, J. E., Szydlik, S. D., & Bean, J. E. (2005). A comparison of preservice elementary teachers' beliefs about mathematics and teaching mathematics: 1968 and 1998. School Science and Mathematics, 105(4), 197–210. [Google Scholar]
  48. Sing, C.C., & Khine M. S (2008). Assessing the Epistemological and Pedagogical Beliefs Among Pre service Teachers in Singapore. In M.S. Khine (Ed.), Knowing, knowledge and beliefs. Epistemological studies across diverse cultures (pp. 287–299). Australia: SpringerVerlag. [Google Scholar]
  49. Snider, V. E., & Roehl, R. (2007). Teachers’ beliefs about pedagogy and related issues, Psychology in the Schools, 44(8), 873–886. [Google Scholar]
  50. Steiger, J.H. (2007). Understanding the limitations of global fit assessment in structural equation modeling. Personality and Individual Differences, 42(5), 893–98. [Google Scholar]
  51. Tabachnick, B. C., & Fidell, L. S. (2007). Using Multivariate Statistics (5th ed.). Boston, MA: Pearson Education, Inc. [Google Scholar]
  52. Tynjala, P. (1999). Towards expert knowledge? A comparison between a constructivist and a traditional learning environment in the university, International Journal of educational Research, 31, 357–442. [Google Scholar]
  53. Windtschitl, M. (2002). Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers, Review of Educational Research, 72(2), 131–175.  [Google Scholar]
  54. Woolley, S. L., Benjamin, W. J. J., & Woolley, A. W. (2004). Construct validity of a self-report measure of teacher beliefs related to constructivist and traditional approaches to teaching and learning. Educational and Psychological Measurement, 64, 319–331. [Google Scholar]
Download
Metric
History
Related

Volume 15 Issue 4

August 2019

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.