The aim of this study is; determining the
relationship between teachers’ education beliefs and their teaching-learning conceptions. A mixed method has been used to reach the overall aim of the
research. In the study, explanatory sequential design was used as mixed method
design. In this context, quantitative data were collected and analysed at the
first stage. In the second stage, qualitative data were collected to help
explain the findings obtained after the analysis of the quantitative data. The
study group of the quantitative dimension of the study constitutes 301 high
school teachers who are working in secondary education institutions in the
provincial centers of Mersin province during the 2015-2016 educational year and
voluntarily participating in the research. The qualitative study group consists
of 45 teachers from the quantitative dimension. Education Beliefs Scale,
Teaching-Lerning Conceptions Questionnaire and Interview Form were used in
collecting research data. In the study, the analysis of the data was carried
out in two stages: analysis of quantitative data and analysis of qualitative
data. Anova was used to examine whether the educational beliefs of teachers and
their teaching-learning conceptions differed according to the service year
variable and t-test was used to see if it varied according to the gender
variable. The relationship between teachers' educational beliefs and teaching-learning
conceptions was examined by Pearson's correlation coefficient. Multiple linear
regression analysis has been used to determine how teachers perceive their
teaching-learning conception of educational beliefs. Content analysis was used
for the analysis of qualitative data. It has been determined in the research
that there is a significant relationship between teachers' educational beliefs
and teaching-learning conceptions. In the study, it was determined that
teachers' educational beliefs were a significant predictor of constructivist
and traditional teaching-learning conceptions.
Primary Language | English |
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Journal Section | Makaleler |
Authors | |
Publication Date | July 25, 2018 |
Published in Issue | Year 2018 |