Original article | Turkish Journal of Teacher Education 2020, Vol. 9(1) 1-16
Emel Bayrak Özmutlu
pp. 1 - 16 | Manu. Number: MANU-1912-29-0002.R1
Published online: May 26, 2020 | Number of Views: 13 | Number of Download: 133
Beliefs effect teacher candidates' pedagogical decisions and practices. Beliefs determine the way and level of teacher candidates to benefit from teacher education. However, beliefs are emotional and evaluation-based inferences, resulting in a wide range of experiences. The place of teacher education among other experiences that lead to beliefs poses an important problem. In this study, it is aimed to examine the distribution of the proportions of variables that are the source of the beliefs of teacher candidates on the basis of classes. The study was conducted with 120 teacher candidates. Teacher candidates' beliefs were determined by reflective writing, case analysis and interview method. In this process, 1,539 belief expressions of teacher candidates were reached. Then, individualized measurement tool was used to determine the source of each belief. The research showed that the variables outside of teacher education were higher in teachers candidates’ beliefs than those fall within the scope of teacher education. In the study, it was seen that the variables that were the source of the highest level of beliefs of teacher candidates were respectively student years and school experience course.
Keywords: Teacher education, teacher beliefs, belief sources, teacher education programs
|How to Cite this Article?|
APA 6th edition
Chicago 16th edition
Barone, T., Berliner, D., Blanchard, J., Casanova, U., & McGowan, T. (1996). A future for teacher education. In J. Siluka (Ed.), Handbook of research on teacher education (pp. 1108–1149). New York, NY: Macmillan.
Bayrak Özmutlu, E. (2018). Öğretmenlerin mesleki inançları, mesleki inançlarının kaynakları ve mesleki inançlar temelinde öğretmen tiplerinin belirlenmesi (Yayımlanmamış doktora tezi, Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara, Türkiye).
Bıkmaz, F. (2017). Öğretmen adaylarının öğretme-öğrenme anlayışları ve bilimsel epistemolojik inançlarının araştırılması: Boylamsal bir çalışma. Eğitim ve Bilim, 42(189), 183-196.
Brousseau, B., Book, C., & Byers, J. (1988). Teachers beliefs and the cultures of teaching. Journal of Teacher Education, 39(6), 33–39.
Bryan, L. A. (2003). Nestedness of beliefs: examining a prospective elementary teacher’s belief system about science teaching and learning. Journal of Research in Science Teaching 40(9), 835–868.
Buitink, J. (2009). What and how do student teachers learn during school-based teacher education. Teaching and Teacher Education, 25(1), 118–127.
Bullough, R. V., & Gitlin, A. (1995). Becoming a student of teaching: Methodologies for exploring self and school context. New York: Garland.
Bullough JR, R. V., & Knowles, J. G. (1991). Teaching and nurturing: Changing conceptions of self as teacher in a case study of becoming a teacher. International Journal of Qualitative Studies in Education, 4(2), 121-140.
Büyüköztürk. Ş; Çakmak. K. E.; Akgün, Ö. E.; Karadeniz, Ş.; Demirel, F. (2009). Bilimsel Araştırma Yöntemleri. Dördüncü Basım. Ankara: Pegem Akademi Yayıncılık.
Britzman, D. (1991). Student makes student: A critical study of learning to teach. New York: SUNY Press.
Chant, R. H. (2002). The impact of personal theorizing on beginning teaching: Experiences of three social studies teachers. Theory & Research in Social Education, 30(4), 516-540.
Chant, R. H., Heafner, T. L., & Bennett, K. R. (2004). Connecting personal theorizing and action research to preserves teacher development. Teacher Education Quarterly, 31(3), 25-42.
Clandinin, D. J., ve Connelly, F. M. (1991). Narrative story in practice and research. In D. A. Schon (Ed.), The reflective turn: Case studies in and on educational practice. (pp.258–281). New York: Teachers College Press.
Clandinin, D. J. (1986). Classroom practice: Teacher images in action. London: Falmer Press.
Cornett, J. W. (1990). Utilizing action research in graduate curriculum courses. Theory into Practice, 29(3), 185-195.
Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124-130.
Crow, N. (1987). Socialization within a teacher education program. (Unpublished doctoral dissertation.). Utah: University of Utah.
Daudelin, M. W. (1996). Learning from experience through reflection. Organizational Dynamics, 24(3), 36-48.
Elbaz, F. (1981). The teacher's “practical knowledge”: Report of a case study. Curriculum Inquiry, 11(1), 43-71.
Eraut, M. (2004). Transfer of knowledge between education and workplace settings. In H. Rainbird, A. Fuller, & A. Munro (Eds.), Workplace learning in context (pp. 201–221). London: Routledge.
Ezer, H., Gilat, I., & Sagee, R. (2010). Perception of teacher education and professional identity among novice teachers. European Journal of Teacher Education, 33(4), 391- 404.
Farrell, T. S., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19(5), 594-610.
Fox, D. (1983). Personal theories of teaching. Studies in Higher Education, 8(2), 151-163.
Furlong, J., and T. Maynard. 1995. Mentoring Student Teachers: The Growth of Professional Knowledge. London: Routledge.
He, Y., Levin, B. B., & Li, Y. (2011). Comparing the content and sources of the pedagogical beliefs of Chinese and American pre‐service teachers. Journal of Education for Teaching, 37(2), 155-171.
Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129–169.
Karasar, N. (2009). Bilimsel araştırma yöntemleri. Yirminci Basım. Ankara: Nobel Yayın Dağıtım.
Kennedy, M. M. (1997). Defining an ideal teacher education program. Washington, DC: National Council for the Accreditation of Teacher Education
Knowles, J. G. (1992). Models for understanding pre-service and beginning teachers’ biographies: Illustration from case studies. In I. F. Goodson (Ed.), Studying teachers’ lives (pp. 99-152). London: Routledge.
Knowles, G., & D. Holt-Reynolds. 1991. Shaping Pedagogies through Personal Histories in Preservice Teacher Education. Teachers College Record, 93(1), 87–113
Korthagen, F. A., & Kessels, J. P. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4-17.
Korthagen, F. A. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26(1), 98-106.
Kreber, C. (2010). Academics’ teacher identities, authenticity and pedagogy. Studies in Higher Education, 35(2), 171-194.
Leavy, A. M., F. A. McSorley, & L. A. Boté. 2007. An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning. Teaching and Teacher Education 23(7), 1217–1233.
Levin, B., & He, Y. (2008). Investigating the content and sources of teacher candidates’ personal practical theories (PPTs). Journal of Teacher Education, 59(1), 55–68.
Linkoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. California: Sage Publications, Inc.
Lotter, C., Harwood, W. S., & Bonner, J. J. (2007). The influence of core teaching conceptions on teachers' use of inquiry teaching practices. Journal of Research in Science Teaching, 44(9), 1318-1347.
Luft, J. A. ve Roehrig, G. H. (2007). Capturing science teachers’ epistemological beliefs: The development of the teacher beliefs interview. Electronic Journal of Science Education, 11(2), 38- 63.
Mansour, N. (2009). Science teachers' beliefs and practices: Issues, implications and research agenda. International Journal of Environmental and Science Education, 4(1), 25-48.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: John Wiley & Sons, Inc.
Mohamed, M. T. (2014). Socio-cultural factors of teachers’ conceptions of knowledge: Epistemic beliefs of Arab teachers. Teacher Development 18(1), 46–64.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Pham, L. N. K., & M. O. Hamid. (2013). Beginning EFL teachers’ beliefs about quality questions and their questioning practices. Teacher Development, 17(2), 246–264
Pitkäniemi, H. (2010). How the teacher’s practical theory moves to teaching practice: A literature review and conclusions. Education Inquiry, 1(3), 157–175.
Pitkäniemi, H., Karlsson, L., & Stenberg, K. (2014). The relationship between Finnish student teachers’ practical theories, sources, and teacher education. International Journal of Higher Education, 3(4), 129- 141.
Powell, R., & Birrell, J. (1992). The influence of prior experiences on pedagogical constructs of traditional and nontraditional preservice teachers. Annual meeting of the American Educational Research Association, San Francisco
Pratt, D. D. (1992). Conceptions of teaching. Adult Education Quarterly, 42(4), 203-220.
Raths, J. (2001). Teachers' beliefs and teaching beliefs. Early Childhood Research and Practice, 3(1), 1-11.
Richardson, V. (2003). Preservice teachers’ beliefs. In J. Raths, & A. C. McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (pp. 1-22). Greenwich, CT: Information Age Publishing.
Samuelowicz, K., & Bain, J. D. (2001). Revisiting academics' beliefs about teaching and learning. Higher Education, 41(3), 299-325.
Sexton, S. S. (2004). Prior teacher experiences ınforming how post-graduate teacher candidates see teaching and themselves in the role as the teacher. International Education Journal, 5(2), 205–214.
Sigel, I. E. (1985). A conceptual analysis of beliefs. In Sigel, I. E. (Ed.). Parental beliefsystem: The psychological consequences for children. (pp. 345-371). Hillsdale, NJ: Erlbaum.
Stuart, C., & D. Thurlow. 2000. Making It Their Own: Preservice Teachers’ Experiences, Beliefs, and Classroom Practices. Journal of Teacher Education, 51(2), 113–121
Tavakoli, M., & Baniasad-Azad, S. (2017). Teachers’ conceptions of effective teaching and their teaching practices: a mixed-method approach. Teachers and Teaching, 23(6), 674-688.
Tsai, C. (2002). Nested epistemologies: science teachers’ beliefs of teaching, learning and science. International Journal of Science Education, 24(8), 771-783.
Wall, C. R. G. (2016). From student to teacher: Changes in preservice teacher educational beliefs throughout the learning-to-teach journey. Teacher Development, 20(3), 364-379.
Zeichner, K. M., & Tabachnick, B. R. (1981). Are the effects of university teacher education'washed out'by school experience? Journal of Teacher Education, 32(3), 7-11.
June 2020All Articles