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İngilizce Öğretmen Adaylarının Epistemolojik Biliş ve Öğretim Yaklaşımları Arasındaki İlişkinin İncelenmesi

Year 2021, Volume 19, Issue 2, 217 - 232, 28.06.2021
https://doi.org/10.18026/cbayarsos.874649

Abstract

Bu çalışma, öğretmen adaylarının epistemolojik inançları ile öğretim yaklaşımları arasındaki ilişkiyi araştırmak amacıyla yapılmıştır. Katılımcılar, rastgele örnekleme yöntemine göre seçilen 105 İngilizce öğretmen adayıdır. EFL öğretmen adaylarının epistemolojik inançlarını ölçmek için Chan ve Eliott (2004) tarafından geliştirilen Epistemolojik İnançlar Anketi kullanılmıştır. Bu araştırma epistemolojik inançları dört boyut altında kavramsallaştırmaktadır; (1) doğuştan / sabit yetenek, (2) öğrenme çabası / süreci, (3) otorite / uzman bilgisi ve (4) kesinlik bilgisi. EFL öğretmen adaylarının öğretim yaklaşımlarını ölçmek için Trigwell, Prosser ve Ginns (2005) tarafından geliştirilen Öğretme Yaklaşımları Envanteri kullanılmıştır. Bu aracın üç ana alt boyutu vardır; (1) aktarım temelli, (2) öğrenci-öğretmen etkileşimi ve (3) öğrenci odaklı. Tanımlayıcı ve ilişkisel istatistiksel analizler kullanıldı. Sonuçlar, öğretmen adaylarının epistemolojik inançların alt boyutlarını orta düzeyde katıldıklarını ve öğretim yaklaşımlarını yordayan en önemli alt boyutun epistemolojik inançların çaba boyutu olduğunu göstermiştir.

References

  • Aksan, N., & Sözer, M. A. (2007). Üniversite öğrencilerinin epistemolojik inançları ile problem çözme becerileri arasındaki ilişkiler. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 8(1), 31- 50.
  • Aypay, A. (2011). Epistemolojik inançlar ölçeğinin Türkiye uyarlaması ve öğretmen adaylarının epistemolojik inançlarının incelenmesi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 12(1); 1-15.
  • Barnes, N., Fives, H., Mabrouk-Hattab, S., & SaizdeLaMora, K., (2020). Teachers’ epistemic cognition in situ: evidence from classroom assessment, Contemporary Educational Psychology.
  • Brownlee, J. M., Thorpe, K. J., & Stacey, P. S. (2005). Improving learning and teaching in early childhood teacher education: A focus on personal epistemology. Retrieved from http://eprints.qut.edu.au/2126/1/2126.pdf. 11.01.2021.
  • Buehl, M. M. (2008). Assessing the multidimensionality of students’ epistemic beliefs across diverse cultures. In M.S. Khine (Ed.), Knowing, Knowledge and Beliefs (pp.65-112). Dordrecht, Springer.
  • Chan, K. W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817-831.
  • Cheng, M. M., Chan, K. W., Tang, S. Y., & Cheng, A. Y. (2009). Pre-service teacher education students' epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education, 25(2), 319-327.
  • Deryakulu, D., & Büyüköztürk, Ş. (2005). Epistemolojik inanç ölçeğinin faktör yapısının yeniden incelenmesi: Cinsiyet ve öğrenim görülen program türüne göre epistemolojik inançların karşılaştırılması. Eğitim Araştırmaları, 18: 57-70.
  • Dilekli, Y. & Tezci, E. (2016). The relationship among teachers’ classroom practices for teaching thinking skills, teachers’ self-efficacy towards teaching thinking skills and teachers’ teaching styles. Thinking Skills and Creativity, 21, 144-151.
  • Ekinci, N. (2010). Üniversite öğrencilerinin öğrenme yaklaşımları. Eğitim ve Bilim, 34(151), 74-88.
  • Ekinci, N. (2017). Examining the Relationships between Epistemological Beliefs and Teaching and Learning Conceptions of Lower-Secondary Education Teachers, Inonu University Journal of the Faculty of Education, 18(1), 344-358. DOI: 10.17679/inuefd.307065
  • Fenstermacher, G. D. & Soltis, J. F. (2004). Approaches to Teaching. Amsterdam Avenue, New York, NY: Teachers College press.
  • Fives, H., Barnes, N., Buehl, M. M., Mascadri, J., & Ziegler, N. (2017). Teachers' epistemic cognition in classroom assessment. Educational Psychologist, 52(4), 1-14.
  • Ganser, T. (2000). An ambitious vision of professional development for teachers. NASSP Bulletin, 84(618), 6-12.
  • Gibbs, G. & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87-100.
  • Gopnik, A. & Wellman, H. M. (2012). Reconstructing constructivism: Causal models, Bayesian learning mechanisms, and the theory. Psychological Bulletin, 138(6), 1085-1108.
  • Gow, L. & Kember, D. (1993). Conceptions of teaching and their relationship to student learning. British Journal of Educational Psychology, 63(1), 20-23.
  • Greene, J. A., & Yu, S. B. (2016). Educating critical thinkers: The role of epistemic cognition. Policy Insights from the Behavioral and Brain Sciences, 3(1), 45–53.
  • Howard, B. C., McGee, S., Schwartz, N., & Purcell, S. (2000). The experience of constructivism: Transforming teacher epistemology. Journal of Research on Computing in Education, 32(4), 455-465.
  • Islıcık, T. (2012). Yapılandırmacı Öğrenme Ortamlarının Bilimsel Epistemolojik İnançlara Etkisi. Fen Bilgisi Eğitimi Bilim Dalı. Gazi Üniversitesi, Ankara.
  • Kaleci, F. & Yazıcı, E. (2012). Epistemolojik inançlar üzerine bir derleme. 10. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. Niğde Üniversitesi.
  • Kapucu, S. ., & Bahçivan, E. . (2015). High school students‟ scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics: a structural equation model. Research in Science and Technological Education, 33(2), 252–267.
  • Kardash, C. M. & Howell, K. L. (2000). Effects of epistemological beliefs and topic-specific beliefs on undergraduates' cognitive and strategic processing of dual-positional text. Journal of Educational Psychology, 9(3), 524-535.
  • Karhan, İ. (2007). İlköğretim okullarında görev yapan öğretmenlerin epistemolojik inançlarının demografik özelliklerine ve bilgi teknolojilerini kullanma durumlarına göre incelenmesi. Doctoral dissertation, Yıldız Teknik University, İstanbul, Turkey.
  • Kızılgüneş, B., Tekkaya, C., & Sungur, S. (2009). Modeling the relations among students' epistemological beliefs, motivation, learning approach, and achievement. The Journal of Educational Research, 102(4), 243-256.
  • Kienhues, D., Bromme, R., & Stahl, E. (2008). Changing epistemological beliefs: The unexpected impact of a short-term intervention. British Journal of Educational Psychology, 78, 545–565
  • Kikas, E., Silinskas, G., Jogi, A. L., & Soodla, P. (2016). Effects of teacher’s individualized support on children’s reading skills and interest in classrooms with different teaching styles. Learning and Individual Differences, 49, 270–277.
  • Kim, J. S. (2005). The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies. Asia Pacific Educ. Rev. 6(1), 7-19.
  • Kirby, S. N., McCombs, J. S., Barney, H. & Naftel, S. (2006). Reforming Teacher Education: Something Old, Something New. Arlington, V A: Rand Corporation.
  • Martin, E. & Balla, M. (1991). Conceptions of teaching and implications for learning. Research and Development in Higher Education, 13, 298-304.
  • Ornstein, A. C. (2015). Philosophy as a Basis for Curriculum Decisions. In A. C. Ornstein, E. F. Pajak, & S. B. Ornstein (Eds.), Contemporary Issues in Curriculum (6th ed., pp. 2–9). Boston: Pearson.
  • Sadi, Ö., & Dağyar, M. (2015). High school students‟ epistemological beliefs, conceptions of learning, and self- efficacy for learning biology: A study of their structural models. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 1061–1079.
  • Schunk, D. H. (2015). Learning Theories: An Educational Perspective. Pearson Education.
  • Sosu, E.M. & Gray, D.S. (2012). Investigating change in epistemic beliefs: An evaluation of the impact of student teachers’ beliefs on instructional preference and teaching competence, International Journal of Educational Research, 53, 80-92.
  • Stigler, J. W. & Hiebert, J. (2009). The Teaching Gap: Best Ideas from The World's Teachers for Improving Education in The Classroom. NY: Simon and Schuster.
  • Şengül-Turgut, G. (2007). Yapılandırmacı yaklaşıma dayalı öğretimin lise fizik öğrencilerinin epistemolojik inanışlarına etkisi. Master’s thesis, Marmara University, İstanbul, Turkey.
  • Tanase, M., & Wang, J. (2010). Initial epistemological beliefs transformation in one teacher education classroom: Case study of four preservice teachers. Teaching and Teacher Education, 26, 1238–1248.
  • Tang, X., Kikas, E., Pakarinen, E., Lerkkanen, M., Muotka, J., & Nurmi, J. (2017). Profiles of teaching practices and reading skills at the first and third grade in Finland and Estonia. Teaching and Teacher Education, 64, 150–161.
  • Taşkın, Ç. Ş. (2012). Epistemolojik inançlar: Öğretmen adaylarının öğrenme yaklaşımlarını yordayıcı bir değişken. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(19), 273-285.
  • Tezci, E., & Uysal, A. (2004). Eğitim teknolojisinin gelişimine epistemolojik yaklaşımların etkisi. The Turkish Online Journal of Educational Technology (TOJET), 3(2), 158-164.
  • Trigwell, K., Prosser, M., & Ginns, P. (2005). Phenomenographic pedagogy and a revised Approaches to Teaching Inventory. Higher Education Research and Development, 24(4):349-360
  • Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40, 607–621. https://doi.org/10.1007/s11251-011-9192-3
  • Wang, Y., Tsai, C., & Wei, S. (2015). The Sources of Science Teaching Self-efficacy among Elementary School Teachers: A mediational model approach. International Journal of Science Education, 37(14), 2264– 2283.
  • Yenice, N. (2015). An analysis of science student teachers’ epistemological beliefs and metacognitive perceptions about the nature of science. Educational Sciences: Theory & Practice, 6, 1623-1636.

An Investigation of the Relation between Pre-service EFL Teachers’ Epistemological Cognition and Teaching Approaches

Year 2021, Volume 19, Issue 2, 217 - 232, 28.06.2021
https://doi.org/10.18026/cbayarsos.874649

Abstract

This study was undertaken to investigate the relation between pre-service EFL teachers’ epistemological beliefs and their approaches to teaching. The participants are 105 pre-service EFL teachers, selected based on a random sampling method. To measure pre-service EFL teachers’ epistemological beliefs, The Epistemological Beliefs Survey, developed by Chan and Eliott (2004), was used. This survey conceptualizes epistemological beliefs under four dimensions; namely “innate/fixed ability, learning effort/process, authority/expert knowledge, and certainty knowledge.” To measure, pre-service EFL teachers’ approaches to teaching, the Approaches to Teaching Inventory, developed by Trigwell, Prosser, and Ginns (2005), was utilized. This tool has three major subdimensions; “transmission-based, student-teacher interaction, and student focus.” Descriptive and correlational statistical analyses were used. The results indicated that pre-service EFL teachers moderately agree with the sub-dimensions of epistemological beliefs and the most important sub-dimension that predict teaching approaches is the effort dimension of epistemological beliefs.

References

  • Aksan, N., & Sözer, M. A. (2007). Üniversite öğrencilerinin epistemolojik inançları ile problem çözme becerileri arasındaki ilişkiler. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 8(1), 31- 50.
  • Aypay, A. (2011). Epistemolojik inançlar ölçeğinin Türkiye uyarlaması ve öğretmen adaylarının epistemolojik inançlarının incelenmesi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 12(1); 1-15.
  • Barnes, N., Fives, H., Mabrouk-Hattab, S., & SaizdeLaMora, K., (2020). Teachers’ epistemic cognition in situ: evidence from classroom assessment, Contemporary Educational Psychology.
  • Brownlee, J. M., Thorpe, K. J., & Stacey, P. S. (2005). Improving learning and teaching in early childhood teacher education: A focus on personal epistemology. Retrieved from http://eprints.qut.edu.au/2126/1/2126.pdf. 11.01.2021.
  • Buehl, M. M. (2008). Assessing the multidimensionality of students’ epistemic beliefs across diverse cultures. In M.S. Khine (Ed.), Knowing, Knowledge and Beliefs (pp.65-112). Dordrecht, Springer.
  • Chan, K. W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817-831.
  • Cheng, M. M., Chan, K. W., Tang, S. Y., & Cheng, A. Y. (2009). Pre-service teacher education students' epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education, 25(2), 319-327.
  • Deryakulu, D., & Büyüköztürk, Ş. (2005). Epistemolojik inanç ölçeğinin faktör yapısının yeniden incelenmesi: Cinsiyet ve öğrenim görülen program türüne göre epistemolojik inançların karşılaştırılması. Eğitim Araştırmaları, 18: 57-70.
  • Dilekli, Y. & Tezci, E. (2016). The relationship among teachers’ classroom practices for teaching thinking skills, teachers’ self-efficacy towards teaching thinking skills and teachers’ teaching styles. Thinking Skills and Creativity, 21, 144-151.
  • Ekinci, N. (2010). Üniversite öğrencilerinin öğrenme yaklaşımları. Eğitim ve Bilim, 34(151), 74-88.
  • Ekinci, N. (2017). Examining the Relationships between Epistemological Beliefs and Teaching and Learning Conceptions of Lower-Secondary Education Teachers, Inonu University Journal of the Faculty of Education, 18(1), 344-358. DOI: 10.17679/inuefd.307065
  • Fenstermacher, G. D. & Soltis, J. F. (2004). Approaches to Teaching. Amsterdam Avenue, New York, NY: Teachers College press.
  • Fives, H., Barnes, N., Buehl, M. M., Mascadri, J., & Ziegler, N. (2017). Teachers' epistemic cognition in classroom assessment. Educational Psychologist, 52(4), 1-14.
  • Ganser, T. (2000). An ambitious vision of professional development for teachers. NASSP Bulletin, 84(618), 6-12.
  • Gibbs, G. & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87-100.
  • Gopnik, A. & Wellman, H. M. (2012). Reconstructing constructivism: Causal models, Bayesian learning mechanisms, and the theory. Psychological Bulletin, 138(6), 1085-1108.
  • Gow, L. & Kember, D. (1993). Conceptions of teaching and their relationship to student learning. British Journal of Educational Psychology, 63(1), 20-23.
  • Greene, J. A., & Yu, S. B. (2016). Educating critical thinkers: The role of epistemic cognition. Policy Insights from the Behavioral and Brain Sciences, 3(1), 45–53.
  • Howard, B. C., McGee, S., Schwartz, N., & Purcell, S. (2000). The experience of constructivism: Transforming teacher epistemology. Journal of Research on Computing in Education, 32(4), 455-465.
  • Islıcık, T. (2012). Yapılandırmacı Öğrenme Ortamlarının Bilimsel Epistemolojik İnançlara Etkisi. Fen Bilgisi Eğitimi Bilim Dalı. Gazi Üniversitesi, Ankara.
  • Kaleci, F. & Yazıcı, E. (2012). Epistemolojik inançlar üzerine bir derleme. 10. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. Niğde Üniversitesi.
  • Kapucu, S. ., & Bahçivan, E. . (2015). High school students‟ scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics: a structural equation model. Research in Science and Technological Education, 33(2), 252–267.
  • Kardash, C. M. & Howell, K. L. (2000). Effects of epistemological beliefs and topic-specific beliefs on undergraduates' cognitive and strategic processing of dual-positional text. Journal of Educational Psychology, 9(3), 524-535.
  • Karhan, İ. (2007). İlköğretim okullarında görev yapan öğretmenlerin epistemolojik inançlarının demografik özelliklerine ve bilgi teknolojilerini kullanma durumlarına göre incelenmesi. Doctoral dissertation, Yıldız Teknik University, İstanbul, Turkey.
  • Kızılgüneş, B., Tekkaya, C., & Sungur, S. (2009). Modeling the relations among students' epistemological beliefs, motivation, learning approach, and achievement. The Journal of Educational Research, 102(4), 243-256.
  • Kienhues, D., Bromme, R., & Stahl, E. (2008). Changing epistemological beliefs: The unexpected impact of a short-term intervention. British Journal of Educational Psychology, 78, 545–565
  • Kikas, E., Silinskas, G., Jogi, A. L., & Soodla, P. (2016). Effects of teacher’s individualized support on children’s reading skills and interest in classrooms with different teaching styles. Learning and Individual Differences, 49, 270–277.
  • Kim, J. S. (2005). The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies. Asia Pacific Educ. Rev. 6(1), 7-19.
  • Kirby, S. N., McCombs, J. S., Barney, H. & Naftel, S. (2006). Reforming Teacher Education: Something Old, Something New. Arlington, V A: Rand Corporation.
  • Martin, E. & Balla, M. (1991). Conceptions of teaching and implications for learning. Research and Development in Higher Education, 13, 298-304.
  • Ornstein, A. C. (2015). Philosophy as a Basis for Curriculum Decisions. In A. C. Ornstein, E. F. Pajak, & S. B. Ornstein (Eds.), Contemporary Issues in Curriculum (6th ed., pp. 2–9). Boston: Pearson.
  • Sadi, Ö., & Dağyar, M. (2015). High school students‟ epistemological beliefs, conceptions of learning, and self- efficacy for learning biology: A study of their structural models. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 1061–1079.
  • Schunk, D. H. (2015). Learning Theories: An Educational Perspective. Pearson Education.
  • Sosu, E.M. & Gray, D.S. (2012). Investigating change in epistemic beliefs: An evaluation of the impact of student teachers’ beliefs on instructional preference and teaching competence, International Journal of Educational Research, 53, 80-92.
  • Stigler, J. W. & Hiebert, J. (2009). The Teaching Gap: Best Ideas from The World's Teachers for Improving Education in The Classroom. NY: Simon and Schuster.
  • Şengül-Turgut, G. (2007). Yapılandırmacı yaklaşıma dayalı öğretimin lise fizik öğrencilerinin epistemolojik inanışlarına etkisi. Master’s thesis, Marmara University, İstanbul, Turkey.
  • Tanase, M., & Wang, J. (2010). Initial epistemological beliefs transformation in one teacher education classroom: Case study of four preservice teachers. Teaching and Teacher Education, 26, 1238–1248.
  • Tang, X., Kikas, E., Pakarinen, E., Lerkkanen, M., Muotka, J., & Nurmi, J. (2017). Profiles of teaching practices and reading skills at the first and third grade in Finland and Estonia. Teaching and Teacher Education, 64, 150–161.
  • Taşkın, Ç. Ş. (2012). Epistemolojik inançlar: Öğretmen adaylarının öğrenme yaklaşımlarını yordayıcı bir değişken. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(19), 273-285.
  • Tezci, E., & Uysal, A. (2004). Eğitim teknolojisinin gelişimine epistemolojik yaklaşımların etkisi. The Turkish Online Journal of Educational Technology (TOJET), 3(2), 158-164.
  • Trigwell, K., Prosser, M., & Ginns, P. (2005). Phenomenographic pedagogy and a revised Approaches to Teaching Inventory. Higher Education Research and Development, 24(4):349-360
  • Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40, 607–621. https://doi.org/10.1007/s11251-011-9192-3
  • Wang, Y., Tsai, C., & Wei, S. (2015). The Sources of Science Teaching Self-efficacy among Elementary School Teachers: A mediational model approach. International Journal of Science Education, 37(14), 2264– 2283.
  • Yenice, N. (2015). An analysis of science student teachers’ epistemological beliefs and metacognitive perceptions about the nature of science. Educational Sciences: Theory & Practice, 6, 1623-1636.

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Özkan KIRMIZI
KARABÜK ÜNİVERSİTESİ
0000-0003-3419-8257
Türkiye


Aydan IRGATOĞLU (Primary Author)
Ankara Hacı Bayram Veli Üniversitesi
0000-0002-0773-4619
Türkiye

Publication Date June 28, 2021
Published in Issue Year 2021, Volume 19, Issue 2

Cite

APA Kırmızı, Ö. & Irgatoğlu, A. (2021). An Investigation of the Relation between Pre-service EFL Teachers’ Epistemological Cognition and Teaching Approaches . Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi , 19 (2) , 217-232 . DOI: 10.18026/cbayarsos.874649