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Evaluation of the Relationship Between Pre-Service Teachers' Preprofessional Identity Perceptions and Epistemological Beliefs

Year 2025, Volume: 9 Issue: 21, 460 - 472, 31.08.2025

Remzi Yıldırım , Metin Asci

https://doi.org/10.57135/jier.1715066

Abstract

The aim of this study is to evaluate the relationship between pre-service teachers' preprofessional identity perceptions and epistemological beliefs. For this purpose, 1398 pre-service teachers studying at MCBÜ Faculty of Education in the Spring Semester of 2024-2025 Academic Year were identified and 227 pre-service teachers were included in the study group with voluntary participation. The 227 pre-service teachers in the study group met the number of participants required for a 5% margin of error and 90% confidence level in the context of the study population consisting of 1398 pre-service teachers. For the data needed in the study, a personal information form was used in the first part. Through the personal information form, data were collected about the gender of the participants and the undergraduate program they were enrolled in. For the data needed in the study, a personal information form was used in the first part. Through the personal information form, data were collected about the gender of the participants and the undergraduate program they were enrolled in. In the second part, “Epistemological Beliefs Scale” (Akçay, Gezer & Akçay, 2016) was used as a 5-point Likert Rating Scale and in the third part, “Early Teacher Identity Measure” (Arpacı & Bardakçı, 2015) was used as a 5-point Likert Rating Scale. After the collected data were transferred to the computer environment, the data analysis process was started with the SPSS25 package program. The results of the study showed that there was a low level positive relationship between pre-service teachers' epistemological beliefs and their pre-professional teacher identities.

Keywords

pre service teacher teacher identity epistemological beliefs

References

  • Abdulkadir, Çekin (2013). Din Kültürü ve Ahlak Bilgisi Öğretmen Adaylarının Öz Yeterlik Düzeyleri The Journal of Academic Social Science Studies, (6)6, 367-376.
  • Akçay, B., Gezer, S. U., & Akçay, H. (2016). The adaptation study of the epistemological beliefs scale for pre service teachers. Erzincan University Journal of Education Faculty, 18(2), 1514-1536. https://dergipark.org.tr/en/download/article-file/286909
  • Arpacı, D., & Bardakçı, M. (2015). Adaptation of early teacher identity measure into Turkish. Gaziantep University Journal of Social Sciences, 14(3), 687-719. https://doi.org/10.21547/jss.256762
  • Aslan, S., & Aybek, B. (2018). Öğretmen Adaylarının Epistemolojik İnançlarının Çeşitli Değişkenler Açısından İncelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 328-340. https://doi.org/10.17679/inuefd.350368
  • Aydın, R., Ömür, Y., & Argon, T. (2015). Öğretmen adaylarının öz yeterlik algıları ile akademik alanda arzularını erteleme düzeylerine yönelik görüşleri. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 40(40), 1-12.
  • Aydınlı, S. ve Avcı, O. (2010). Relational thinking that enhances the critical thinking: a studio case based on discovery of knowledge. In Spiridonidis C. – Voyatzaki, M. (Ed.): Educating Architects Towards Innovative Architecture. EAAE, ENHSA Publication
  • Aypay, A (2011) The adaptation of the teaching-learning conceptions questionnaire and its relationships with epistemological beliefs. Educational Sciences: Theory and Practice, 11(1), 21-29.
  • Bakır, S. ve Adak, F. (2014). Fen bilgisi öğretmen adaylarının epistemolojik inançları. Cumhuriyet Uluslararası Eğitim Dergisi, 3(4), 24-36.
  • Baltacı, S. (2013). Fen ve teknoloji öğretmen adaylarının sosyobilimsel bir konudaki (Gdo’lu Besinler) öğretim öz yeterlilikleri ve bu yeterliliklerin epistemolojik inançlar ile ilişkileri (Yayımlanmamış yüksek lisans tezi). Abant İzzet Baysal Üniversitesi, Bolu.
  • Barkhuizen, G. (2019). Teacher identity. In The Routledge handbook of English language teacher education (pp. 536-552). Routledge.
  • Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and teacher education, 16(7), 749-764.
  • Biçer, B., Er, H. ve Özel, A. (2013). Öğretmen adaylarını epistemolojik inançları ve benimsedikleri eğitim felsefeleri arasındaki ilişki. Eğitimde Kuram ve Uygulama, 9(3), 229-242.
  • Billingsley, B. S., Griffin, C. C., Smith, S. J., Kamman, M., & Israel, M. (2009). A review of teacher induction in special education: Research, practice, and technology solutions. Retrieved from http://ncipp.org/reports/rs_1.pdf
  • Bosson, J.K., Swaan Jr.,W.B., & Pennebaker,J.W. (2000). Stalking the perfect measure of implicit self-esteem: the blind men and the elephant revisited? Journal of Personality and Social Psychology, 79(4), 631-643. doi: 10.1037//0022-3514.79.4.63
  • Brownlee, J. (2004). Teacher education students’ epistemological beliefs. Research in Education, (72), 1-17. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2013). Scientific Research Methods (14th ed.). Pegem Academy.
  • Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186-204. https://doi.org/10.1016/j.cedpsych.2004.01.004
  • Demir, M. K. (2012). İlköğretim bölümü öğretmen adaylarının epistemolojik inançlarının incelenmesi. Journal of Uludag University Faculty of Education, 25(2), 343-358.
  • 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.
  • Friesen, M. D. & Besley, S. C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education, 36, 23-32. https://doi.org/10.1016/j.tate.2013.06.005
  • Gülev, D. (2015). Biyoloji öğretmen adaylarının öğretmen öz yeterlik inançları, akademik öz yeterlik inançları, öğrenme stratejileri ve epistemolojik inanç düzeyleri arasındaki ilişkilerin incelenmesi (Yayınlanmış Doktora Tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Gürol, A. (2010). Öğretmen adaylarının öz yeterlik inançları ve epistemolojik inançları üzerine bir çalışma. Education Sciences, 5(3), 1395-1404.
  • Izadinia, M. (2014). Teacher educators’ identity: a review of literature. European Journal of Teacher Education, 37(4), 426–441. https://doi.org/10.1080/02619768.2014.947025
  • Karasar, N. (2012). Scientific Research Method (24th ed.). Nobel Publishing House.
  • Knowles, G. J. (1992). Models for understanding pre-service and beginning teachers’ biographies: Illustrations from case studies. In I. F. Goodson (Ed.), Studying teachers’ lives (pp. 99–152). London: Routledge.
  • Miller, J. (2009). Teacher identity. In A. Burns, & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 172-181). Cambridge University Press.
  • Olsen, B. (2016). Teaching for success: Developing your teacher identity in today’s classroom. Routledge.
  • Özkan, Ş. (2008). Modeling elementary students’ science achievement: The interrelationships among epistemological beliefs, learning approaches, and self-regulated learning strategies [Unpublished doctoral dissertation]. Middel East Technical University.
  • Perry, W. G. (1981). Cognitive and ethical growth: The making of meaning. In A. W. Chickering (Ed.). The modern American college: Responding to the new realities of diverse students and a changing society. San Francisco, CA: Jossey-Bass.,76–116.
  • Reeves, J. (2018). Teacher identity work in neoliberal schooling spaces. Teaching and Teacher Education, 72, 98-106.
  • Schommer, M. 1990. Effects of beliefs about the nature of knowledge on comprehension. . Journal of Educational Psychology, 82: 498 – 504.
  • Shoemaker, David and Tobia, Kevin, Personal Identity (October 1, 2019). Oxford Handbook of Moral Psychology (Oxford University Press, Manuel Vargas and John Doris eds., 2022), Available at SSRN: https://ssrn.com/abstract=3198090
  • Şahin, B. (2012). Methodology. Tanrıöğen, A. (Ed.), Scientific Research Methods (3th ed.) in (109 – 130). Anı Publishing.
  • Şimşek, A. (2012). Research models. Şimşek, A. (Ed.), Research Methods in Social Sciences (1st ed.) in (80 – 107). Anadolu Üniversitesi Publications
  • Taşkın, Ç. (2013). Epistemolojik inançlar: öğretmen adaylarının öğrenme yaklaşımlarını yordayıcı bir değişken/ Epıstemologıcal beliefs: as predıctors of preservıce teachers’ learnıng approaches. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(19), 273-285.
  • Terzi, Y. D. & Tezci, D. E. (2007). Necatibey eğitim fakültesi öğrencilerinin öğretmenlik mesleğine ilişkin tutumları. Kuram ve Uygulamada Eğitim Yönetimi, 52(52), 593-614.
  • Tsai, C. C. (2000). Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments. Educational Research, 42(2), 193–205. https://doi.org/10.1080/001318800363836
  • Turgut, H., Öztürk, N., & Eş, H. (2017). Üstün zekalı öğrencilerin bilim ve bilim insanı algısı. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 423-440. https://doi.org/10.17240/aibuefd.2017.17.28551-304646
  • Yaşar Ekici, F. (2014). Öğretmen adaylarının öğretmenlik mesleğine yönelik tutumlarının çeşitli değişkenler açısından incelenmesi (İstanbul Sabahattin Zaim Üniversitesi örneği). Uluslararası Sosyal Araştırmalar Dergisi / The Journal of International Social Research, 7(35), 658-665.
  • Yenice, N ve Atmaca, C, Ayşe (2017) Fen bilgisi öğretmen adaylarının bilimin ve bilimsel bilginin doğasına yönelik bilgi ve görüşlerinin belirlenmesi. Kuramsal Eğitimbilim Dergisi, 10(4), 366-393, Journal of Theoretical Educational Science, 10(4), 366-393.
  • Yeşilyurt, E. (2011). Öğretmen adaylarının öğretmenlik mesleğinin genel yeterliklerine yönelik yeterlik algıları. Türk Eğitim Bilimleri Dergisi, 9(1), 71-100.

Evaluation of the Relationship Between Pre-Service Teachers' Preprofessional Identity Perceptions and Epistemological Beliefs

Year 2025, Volume: 9 Issue: 21, 460 - 472, 31.08.2025

Remzi Yıldırım , Metin Asci

https://doi.org/10.57135/jier.1715066

Abstract

The aim of this study is to evaluate the relationship between pre-service teachers' preprofessional identity perceptions and epistemological beliefs. For this purpose, 1398 pre-service teachers studying at MCBÜ Faculty of Education in the Spring Semester of 2024-2025 Academic Year were identified and 227 pre-service teachers were included in the study group with voluntary participation. The 227 pre-service teachers in the study group met the number of participants required for a 5% margin of error and 90% confidence level in the context of the study population consisting of 1398 pre-service teachers. For the data needed in the study, a personal information form was used in the first part. Through the personal information form, data were collected about the gender of the participants and the undergraduate program they were enrolled in. For the data needed in the study, a personal information form was used in the first part. Through the personal information form, data were collected about the gender of the participants and the undergraduate program they were enrolled in. In the second part, “Epistemological Beliefs Scale” (Akçay, Gezer & Akçay, 2016) was used as a 5-point Likert Rating Scale and in the third part, “Early Teacher Identity Measure” (Arpacı & Bardakçı, 2015) was used as a 5-point Likert Rating Scale. After the collected data were transferred to the computer environment, the data analysis process was started with the SPSS25 package program. The results of the study showed that there was a low level positive relationship between pre-service teachers' epistemological beliefs and their pre-professional teacher identities.

Keywords

pre service teacher teacher identity epistemological beliefs

References

  • Abdulkadir, Çekin (2013). Din Kültürü ve Ahlak Bilgisi Öğretmen Adaylarının Öz Yeterlik Düzeyleri The Journal of Academic Social Science Studies, (6)6, 367-376.
  • Akçay, B., Gezer, S. U., & Akçay, H. (2016). The adaptation study of the epistemological beliefs scale for pre service teachers. Erzincan University Journal of Education Faculty, 18(2), 1514-1536. https://dergipark.org.tr/en/download/article-file/286909
  • Arpacı, D., & Bardakçı, M. (2015). Adaptation of early teacher identity measure into Turkish. Gaziantep University Journal of Social Sciences, 14(3), 687-719. https://doi.org/10.21547/jss.256762
  • Aslan, S., & Aybek, B. (2018). Öğretmen Adaylarının Epistemolojik İnançlarının Çeşitli Değişkenler Açısından İncelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 328-340. https://doi.org/10.17679/inuefd.350368
  • Aydın, R., Ömür, Y., & Argon, T. (2015). Öğretmen adaylarının öz yeterlik algıları ile akademik alanda arzularını erteleme düzeylerine yönelik görüşleri. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 40(40), 1-12.
  • Aydınlı, S. ve Avcı, O. (2010). Relational thinking that enhances the critical thinking: a studio case based on discovery of knowledge. In Spiridonidis C. – Voyatzaki, M. (Ed.): Educating Architects Towards Innovative Architecture. EAAE, ENHSA Publication
  • Aypay, A (2011) The adaptation of the teaching-learning conceptions questionnaire and its relationships with epistemological beliefs. Educational Sciences: Theory and Practice, 11(1), 21-29.
  • Bakır, S. ve Adak, F. (2014). Fen bilgisi öğretmen adaylarının epistemolojik inançları. Cumhuriyet Uluslararası Eğitim Dergisi, 3(4), 24-36.
  • Baltacı, S. (2013). Fen ve teknoloji öğretmen adaylarının sosyobilimsel bir konudaki (Gdo’lu Besinler) öğretim öz yeterlilikleri ve bu yeterliliklerin epistemolojik inançlar ile ilişkileri (Yayımlanmamış yüksek lisans tezi). Abant İzzet Baysal Üniversitesi, Bolu.
  • Barkhuizen, G. (2019). Teacher identity. In The Routledge handbook of English language teacher education (pp. 536-552). Routledge.
  • Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and teacher education, 16(7), 749-764.
  • Biçer, B., Er, H. ve Özel, A. (2013). Öğretmen adaylarını epistemolojik inançları ve benimsedikleri eğitim felsefeleri arasındaki ilişki. Eğitimde Kuram ve Uygulama, 9(3), 229-242.
  • Billingsley, B. S., Griffin, C. C., Smith, S. J., Kamman, M., & Israel, M. (2009). A review of teacher induction in special education: Research, practice, and technology solutions. Retrieved from http://ncipp.org/reports/rs_1.pdf
  • Bosson, J.K., Swaan Jr.,W.B., & Pennebaker,J.W. (2000). Stalking the perfect measure of implicit self-esteem: the blind men and the elephant revisited? Journal of Personality and Social Psychology, 79(4), 631-643. doi: 10.1037//0022-3514.79.4.63
  • Brownlee, J. (2004). Teacher education students’ epistemological beliefs. Research in Education, (72), 1-17. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2013). Scientific Research Methods (14th ed.). Pegem Academy.
  • Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186-204. https://doi.org/10.1016/j.cedpsych.2004.01.004
  • Demir, M. K. (2012). İlköğretim bölümü öğretmen adaylarının epistemolojik inançlarının incelenmesi. Journal of Uludag University Faculty of Education, 25(2), 343-358.
  • 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.
  • Friesen, M. D. & Besley, S. C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education, 36, 23-32. https://doi.org/10.1016/j.tate.2013.06.005
  • Gülev, D. (2015). Biyoloji öğretmen adaylarının öğretmen öz yeterlik inançları, akademik öz yeterlik inançları, öğrenme stratejileri ve epistemolojik inanç düzeyleri arasındaki ilişkilerin incelenmesi (Yayınlanmış Doktora Tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Gürol, A. (2010). Öğretmen adaylarının öz yeterlik inançları ve epistemolojik inançları üzerine bir çalışma. Education Sciences, 5(3), 1395-1404.
  • Izadinia, M. (2014). Teacher educators’ identity: a review of literature. European Journal of Teacher Education, 37(4), 426–441. https://doi.org/10.1080/02619768.2014.947025
  • Karasar, N. (2012). Scientific Research Method (24th ed.). Nobel Publishing House.
  • Knowles, G. J. (1992). Models for understanding pre-service and beginning teachers’ biographies: Illustrations from case studies. In I. F. Goodson (Ed.), Studying teachers’ lives (pp. 99–152). London: Routledge.
  • Miller, J. (2009). Teacher identity. In A. Burns, & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 172-181). Cambridge University Press.
  • Olsen, B. (2016). Teaching for success: Developing your teacher identity in today’s classroom. Routledge.
  • Özkan, Ş. (2008). Modeling elementary students’ science achievement: The interrelationships among epistemological beliefs, learning approaches, and self-regulated learning strategies [Unpublished doctoral dissertation]. Middel East Technical University.
  • Perry, W. G. (1981). Cognitive and ethical growth: The making of meaning. In A. W. Chickering (Ed.). The modern American college: Responding to the new realities of diverse students and a changing society. San Francisco, CA: Jossey-Bass.,76–116.
  • Reeves, J. (2018). Teacher identity work in neoliberal schooling spaces. Teaching and Teacher Education, 72, 98-106.
  • Schommer, M. 1990. Effects of beliefs about the nature of knowledge on comprehension. . Journal of Educational Psychology, 82: 498 – 504.
  • Shoemaker, David and Tobia, Kevin, Personal Identity (October 1, 2019). Oxford Handbook of Moral Psychology (Oxford University Press, Manuel Vargas and John Doris eds., 2022), Available at SSRN: https://ssrn.com/abstract=3198090
  • Şahin, B. (2012). Methodology. Tanrıöğen, A. (Ed.), Scientific Research Methods (3th ed.) in (109 – 130). Anı Publishing.
  • Şimşek, A. (2012). Research models. Şimşek, A. (Ed.), Research Methods in Social Sciences (1st ed.) in (80 – 107). Anadolu Üniversitesi Publications
  • Taşkın, Ç. (2013). Epistemolojik inançlar: öğretmen adaylarının öğrenme yaklaşımlarını yordayıcı bir değişken/ Epıstemologıcal beliefs: as predıctors of preservıce teachers’ learnıng approaches. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(19), 273-285.
  • Terzi, Y. D. & Tezci, D. E. (2007). Necatibey eğitim fakültesi öğrencilerinin öğretmenlik mesleğine ilişkin tutumları. Kuram ve Uygulamada Eğitim Yönetimi, 52(52), 593-614.
  • Tsai, C. C. (2000). Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments. Educational Research, 42(2), 193–205. https://doi.org/10.1080/001318800363836
  • Turgut, H., Öztürk, N., & Eş, H. (2017). Üstün zekalı öğrencilerin bilim ve bilim insanı algısı. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 423-440. https://doi.org/10.17240/aibuefd.2017.17.28551-304646
  • Yaşar Ekici, F. (2014). Öğretmen adaylarının öğretmenlik mesleğine yönelik tutumlarının çeşitli değişkenler açısından incelenmesi (İstanbul Sabahattin Zaim Üniversitesi örneği). Uluslararası Sosyal Araştırmalar Dergisi / The Journal of International Social Research, 7(35), 658-665.
  • Yenice, N ve Atmaca, C, Ayşe (2017) Fen bilgisi öğretmen adaylarının bilimin ve bilimsel bilginin doğasına yönelik bilgi ve görüşlerinin belirlenmesi. Kuramsal Eğitimbilim Dergisi, 10(4), 366-393, Journal of Theoretical Educational Science, 10(4), 366-393.
  • Yeşilyurt, E. (2011). Öğretmen adaylarının öğretmenlik mesleğinin genel yeterliklerine yönelik yeterlik algıları. Türk Eğitim Bilimleri Dergisi, 9(1), 71-100.
There are 40 citations in total.

Details

Primary Language English
Subjects Teacher Education and Professional Development of Educators
Journal Section Eğitim Bilimleri
Authors

Remzi Yıldırım 0000-0002-6918-5416

Metin Asci 0000-0002-2526-0437

Publication Date August 31, 2025
Submission Date June 5, 2025
Acceptance Date July 31, 2025
Published in Issue Year 2025 Volume: 9 Issue: 21

Cite

APA Yıldırım, R., & Asci, M. (2025). Evaluation of the Relationship Between Pre-Service Teachers’ Preprofessional Identity Perceptions and Epistemological Beliefs. Disiplinlerarası Eğitim Araştırmaları Dergisi, 9(21), 460-472. https://doi.org/10.57135/jier.1715066
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