Examination of Pre-Service Teachers' Educational Philosophy Tendencies

Emel Tüzel İşeri

Makale detayları

Examination of Pre-Service Teachers' Educational Philosophy Tendencies

Yazarlar:

Emel Tüzel İşeri

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Eğitimin Felsefi ve Sosyal Temelleri

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.13 Issue 1, pp.285-319

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001340555

pISSN:

2148-2314

Anahtar kelimeler:

Özet:

 A teachers educational philosophy reflects their understanding of education and their value system. Pre-service teachers educational philosophies constitute an essential component of the education system, shaping the future of education. This study aims to determine pre-service teachers educational philosophy tendencies perennialism, essentialism, progressivism, and reconstructionism and to examine these tendencies in terms of the personal variables they possess. The study, conducted in a survey model, included 383 pre-service teachers from eleven different teacher education programs at a faculty of education in the Black Sea Region of Turkey, covering second, third, and fourth-year students. Data were collected using the Educational Philosophy Tendencies Scale developed by Aytaç and Uyangör 2020 and a personal variables questionnaire prepared by the researchers. Data were analyzed using SPSS 20 software. It was determined that pre-service teachers had the highest tendency toward reconstructionism, followed by perennialism, then progressivism, and the lowest tendency toward essentialism. Their tendencies showed significant differences based on gender, department, and year of study. Male pre-service teachers exhibited higher tendencies toward progressivism and essentialism than female pre-service teachers. Significant differences were found among departments, particularly in the case of pre-service elementary school teachers, who exhibited significantly lower essentialist tendencies than six other departments. The tendencies of reconstructionism, essentialism, and perennialism significantly varied among fourth-year students compared to other levels. As pre-service teachers overall grade point averages increased, their tendencies toward reconstructionism and perennialism increased slightly, whereas their tendencies toward essentialism decreased slightly. However, no significant differences were found based on age or type of high school graduation.

 A teachers educational philosophy reflects their understanding of education and their value system. Pre-service teachers educational philosophies constitute an essential component of the education system, shaping the future of education. This study aims to determine pre-service teachers educational philosophy tendencies perennialism, essentialism, progressivism, and reconstructionism and to examine these tendencies in terms of the personal variables they possess. The study, conducted in a survey model, included 383 pre-service teachers from eleven different teacher education programs at a faculty of education in the Black Sea Region of Turkey, covering second, third, and fourth-year students. Data were collected using the Educational Philosophy Tendencies Scale developed by Aytaç and Uyangör 2020 and a personal variables questionnaire prepared by the researchers. Data were analyzed using SPSS 20 software. It was determined that pre-service teachers had the highest tendency toward reconstructionism, followed by perennialism, then progressivism, and the lowest tendency toward essentialism. Their tendencies showed significant differences based on gender, department, and year of study. Male pre-service teachers exhibited higher tendencies toward progressivism and essentialism than female pre-service teachers. Significant differences were found among departments, particularly in the case of pre-service elementary school teachers, who exhibited significantly lower essentialist tendencies than six other departments. The tendencies of reconstructionism, essentialism, and perennialism significantly varied among fourth-year students compared to other levels. As pre-service teachers overall grade point averages increased, their tendencies toward reconstructionism and perennialism increased slightly, whereas their tendencies toward essentialism decreased slightly. However, no significant differences were found based on age or type of high school graduation.

 A teachers educational philosophy reflects their understanding of education and their value system. Pre-service teachers educational philosophies constitute an essential component of the education system, shaping the future of education. This study aims to determine pre-service teachers educational philosophy tendencies perennialism, essentialism, progressivism, and reconstructionism and to examine these tendencies in terms of the personal variables they possess. The study, conducted in a survey model, included 383 pre-service teachers from eleven different teacher education programs at a faculty of education in the Black Sea Region of Turkey, covering second, third, and fourth-year students. Data were collected using the Educational Philosophy Tendencies Scale developed by Aytaç and Uyangör 2020 and a personal variables questionnaire prepared by the researchers. Data were analyzed using SPSS 20 software. It was determined that pre-service teachers had the highest tendency toward reconstructionism, followed by perennialism, then progressivism, and the lowest tendency toward essentialism. Their tendencies showed significant differences based on gender, department, and year of study. Male pre-service teachers exhibited higher tendencies toward progressivism and essentialism than female pre-service teachers. Significant differences were found among departments, particularly in the case of pre-service elementary school teachers, who exhibited significantly lower essentialist tendencies than six other departments. The tendencies of reconstructionism, essentialism, and perennialism significantly varied among fourth-year students compared to other levels. As pre-service teachers overall grade point averages increased, their tendencies toward reconstructionism and perennialism increased slightly, whereas their tendencies toward essentialism decreased slightly. However, no significant differences were found based on age or type of high school graduation.

 Bir öğretmenin eğitim felsefesi, onun eğitim anlayışını ve değer sistemini yansıtır. Öğretmen adaylarının eğitim felsefeleri, eğitimin geleceğini şekillendirmede eğitim sisteminin önemli bir parçası olarak karşımıza çıkmaktadır. Bu araştırmada öğretmen adaylarının eğitim felsefesi daimicilik, esasicilik, ilerlemecilik ve yeniden kurmacılık eğilimlerinin belirlenmesi ve bu eğilimlerin öğretmen adaylarının sahip oldukları kişisel değişkenler açısından incelenmesi amaçlanmıştır. Tarama modelindeki araştırmanın katılımcılarını Türkiyede Karadeniz Bölgesindeki bir eğitim fakültesinin 11 farklı öğretmenlik programının 2., 3. ve 4. sınıflarında öğrenim görmekte olan toplam 383 öğretmen adayı oluşturmaktadır. Veriler Aytaç ve Uyangörün 2020 geliştirdiği Eğitim Felsefesi Eğilim Ölçeği ve araştırmacılar tarafından hazırlanan kişisel değişkenler soru formu aracılığıyla toplanmış, SPSS 20 paket programında analiz edilmiştir. Öğretmen adaylarının en yüksek düzeyde yeniden kurmacı, ardından daimici, sonrasında ilerlemeci ve en düşük düzeydeyse esasici eğitim felsefesi eğilimlerine sahip olduğu belirlenmiştir. Eğilimleri cinsiyetlerine, öğrenim gördükleri bölüme, sınıf düzeylerine göre anlamlı farklılıklar göstermektedir. Erkek öğretmen adaylarının ilerlemeci ve esasici eğitim felsefesi eğilimleri kadın öğretmen adaylarına göre daha yüksektir. Çeşitli bölümler arasından anlamlı farklılıklar ortaya çıkmakla birlikte sınıf öğretmenliği bölümündeki öğretmen adaylarının esasici eğitim felsefesi eğilimlerinin 6 farklı bölümden anlamlı olarak daha düşük düzeyde olduğu dikkat çekmektedir. Yeniden kurmacılık, esasicilik ve daimicilik eğitim felsefesi eğilimlerinin 4. sınıf düzeyinde öğrenim gören öğretmen adayları açısından diğer sınıflardan anlamlı olarak farklılıklar gösterdiği ortaya koyulmuştur. Öğretmen adaylarının genel not ortalamaları arttıkça düşük düzeyde de olsa yeniden kurmacı ve daimici eğitim felsefesi eğilimleri artmakla birlikte, esasici eğitim felsefesine eğilimleri düşük düzeyde azalmaktadır. Öğretmen adaylarının yaşları ve mezun oldukları lise türü ise eğitim felsefesi eğilimleri açısından anlamlı bir farklılaşmaya neden olmamaktadır.

Makale detayları

Examination of Pre-Service Teachers' Educational Philosophy Tendencies

Yazarlar:

Emel Tüzel İşeri

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Eğitimin Felsefi ve Sosyal Temelleri

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.13 Issue 1, pp.285-319

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001340555

pISSN:

2148-2314

Philosophy

Educational Philosophy

Educational Philosophy Tendency

Pre-Service TeachersFelsefe

Eğitim Felsefesi

Eğitim Felsefesi Eğilimi

Öğretmen Adayları

Sayı

Makale detayları

Yazarlar: Emel Tüzel İşeri

Yayıncı: Tokat Gaziosmanpasa University

Ana Başlıklar: Eğitimin Felsefi ve Sosyal Temelleri

Dergi: Uluslararası Türk Eğitim Bilimleri Dergisi Vol.13 Issue 1, pp.285-319

Belge Tipi: Makale

Yayın Tarihi: 3/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001340555

pISSN: 2148-2314

Sayı

Yazarlar:

Emel Tüzel İşeri

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Eğitimin Felsefi ve Sosyal Temelleri

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.13 Issue 1, pp.285-319

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001340555

pISSN:

2148-2314