This study aims to determine the relationship between
the educational beliefs and teacher identity of pre-service teachers from all
grade levels of four different departments at Afyon Kocatepe University.
Besides, to what extent the educational beliefs predict their teacher identity is
also examined. The research is
conducted using the correlational survey model. The sample of the study
consists of 324 pre-service teachers who are studying in all grades at Afyon
Kocatepe University. In the data collection process, “Education Belief Scale”
developed by Yılmaz, Altınkurt and Çokluk (2011) and “Early Teacher Identity
Measure” developed by Friesen and Besley (2013) and adapted into Turkish by
Arpacı and Bardakçı (2015) is used. In line with the findings, the pre-service
teachers' dominant educational philosophies are identified as existentialism,
progressivism, re-constructionism, perennialism, and essentialism,
respectively. There is a significant and positive relationship between educational
beliefs and teacher identities, except for essentialist belief. The results
suggest that the pre-service teachers' educational beliefs and teacher
identities differ significantly in terms of gender, grade and department
variables. Additionally, while the prediction model is significant,
progressivist educational belief is found out to be the most important
dimension in the model that explains the teacher identity. These four
educational beliefs, together, account for 23% of the change in teacher identity
level of pre-service teachers.
Primary Language | English |
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Journal Section | Articles |
Authors | |
Publication Date | December 13, 2019 |
Published in Issue | Year 2019 Volume: 6 Issue: 2 |
Bu eser Creative Commons Atıf-GayriTicari-Türetilemez 4.0 Uluslararası Lisansı ile lisanslanmıştır.
IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868