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İNGİLİZCE ÖĞRETMEN ADAYLARININ ÖĞRETMEN DUYGULARINA İLİŞKİN EĞİTİM FELSEFELERİ KONUSUNDAKİ İNANÇLARI

Year 2021, Volume 25, Issue 2, 623 - 636, 31.08.2021

Abstract

İnsan, çevresi ile bilişsel ve sosyal ilişkilerini büyük ölçüde belirleyen duygusal varlıktır. Öğretmenlik insanlarla çalışmayı içeren bir meslek olduğundan, duygular öğretmenler için oldukça önemlidir. Bu nedenle, bu çalışmanın amacı, İngilizce öğretmen adaylarının öğretmen duyguları ile eğitim felsefeleri arasındaki potansiyel ilişkiyi incelemektir. Veri toplamak için iki araştırma aracı kullanılmıştır. Bunlardan ilki, Çetin ve diğerleri (2012) tarafından hazırlanan Felsefi Tercih Değerlendirme Ölçeği'dir. Bu anket eğitim felsefelerini, özellikle kalıcılık, özcülük, varoluşçuluk, ilerlemecilik ve yeniden yapılanma olmak üzere beş başlık altında kavramsallaştırmaktadır. Bu çalışmada kullanılacak ikinci araştırma aracı Chen (2018) tarafından geliştirilen Öğretmen Duygu Envanteri'dir. Bu envanter neşe, öfke, aşk, üzüntü ve korku olmak üzere beş duyguyu içerir. Sonuçlar, neşe ve sevginin, İngilizce öğretmen adaylarının yaşadığı en yaygın iki duygu olduğunu gösterdi. Ayrıca eğitim felsefelerinden en yaygın olanının varoluşçuluk olduğunu gösterdi ve bu durum, İngilizce öğretmen adaylarına eğitimin merkezinin öğrenci olması gerektiğini göstermektedir.

References

  • Alkın-Şahin, S., Tunca, N., & Ulubey, Ö. (2014). The Relationship Between Pre-Service Teachers’ Educational Beliefs and Their Critical Thinking Tendencies. Elementary Education Online, 13(4), 1473- 1492.
  • Arslan, S. (2016). An Investigation of The Educational Beliefs of Primary School Teachers in Terms of Several Variables. Kastamonu Eğitim Dergisi, 25(4),1453- 1468.
  • Aybek, B. ve Aslan, S. (2017). An Investigation of Educational Philosophies Adopted and Critical Thinking Disposition in terms of Varios Variables. Gaziantep University Journal of Social Sciences, 16(2), 373-385.
  • Barcelos, A.M.F. & Ruohotie-Lyhty, M. (2018). Teachers’ Emotions and Beliefs in Second Language Teaching: Implications for Teacher Education, In J. D. M. Agudo (ed.). Emotions in Second Language Teaching: Theory, Research and Teacher Education, Cham: Springer.
  • Baş, G. (2015). Correlation between teachers' philosophy of education beliefs and their teaching-learning conceptions. Eğitim ve Bilim, 40(182), 111-126.
  • Becker, E. S., Goetz, T., Morger, V., & Ranellucci, J. (2014). The importance of teachers’ emotions and instructional behaviour for their students’ emotions—An experience sampling analysis. Teaching and Teacher Education,43, 15–26.
  • Benesch, S. (2012). Considering emotions in critical English language teaching: Theories and praxis. New York, NY: Routledge.
  • Beytekin, O. F. ve Kadı, A. (2015). Öğretmen adaylarının eğitim inançları ve değerleri üzerine bir çalışma. The Journal of Academic Social Science Studies, 31(1), 327-341.
  • Biçer, B., Er, H., & Özel, A. (2013). Öğretmen Adaylarının Epistemolojik Inançları ve Benimsedikleri Eğitim Felsefeleri Arasındaki Ilişki. Eğitimde Kuram ve Uygulama, 9(3), 229-242.
  • Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68–77.
  • Chen, J. (2018). Exploring the Impact of Teacher Emotions on Their Approaches to Teaching: A Structural Equation Modelling Approach, British Journal of Educational Psychology, 89(1), 1-18.
  • Çakmak, Z., Bulut, B. ve Taşkıran, C. (2016). Sosyal Bilgiler Öğretmen Adaylarının Eğitim Inançlarına Yönelik Görüşlerinin Çeşitli Değişkenler Açısından Incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16, 1190-1205.
  • Çelik, R. ve Orçan, F. (2016). A Study on Prospective Teachers’ Educational Beliefs. Eğitimde Kuram ve Uygulama, 12(1), 63-77.
  • Çetin, B., İlhan, M., & Arslan, S. (2012). Öğretmen Adaylarının Benimsedikleri Eğitim Felsefelerinin Çeşitli Değişkenler Açısından İncelenmesi. International Journal of Social Science, 5(5), 149-170.
  • Dewaele, J.-M. (2015). On emotions in foreign language learning and use. Language Teaching. 39, 13–15.
  • Dewaele, J.–M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4, 237–274.
  • Dewaele, J.–M. & Dewaele, L. (2017). The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18: A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1, 12–22.
  • Dewaele, J.M. Chen, X., Padilla, A.M. & Lake, J. (2019). The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research, Frontiers in Psychology, 10, 1-13. doi: 10.3389/fpsyg.2019.02128
  • Demirel, Ö. (2015). Eğitimde Program Geliştirme Kuramdan Uygulamaya. Ankara: Pegem Akademi.
  • Doğanay, A. (2011). The Effect of Pre-Service Teacher Education on The Educational Philosophies of Prospective Teachers. Education and Science, 36(161), 332-348.
  • Doğanay, A., & Sarı, M. (2003). İlköğretim Öğretmenlerinin Sahip Oldukları Eğitim Felsefelerine Ilişkin Algılarının Değerlendirilmesi. Türk Eğitim Bilimleri Dergisi, 1(3), 321-337.
  • Enochs, L. G., & Riggs, I. M. (1990). Further Development of An Elementary Science Teaching Efficacy Belief Instrument: A Preservice Elementary Scale. School Science and Mathematics, 90(8), 694-706.
  • Ergün, M. (2009). Eğitim Felsefesi. Ankara: Pegem Akademi.
  • Farouk, S. (2012). What can the self-conscious emotion of guilt tell us about primary school teachers’ moral purpose and the relationships they have with their pupils? Teachers and Teaching: Theory and Practice, 18(4), 491–507.
  • Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218–226.
  • Frenzel, A. C. (2014). Teacher emotions. In R. Pekrun, & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education. New York, NY: Routledge.
  • Gabryś-Barker, D, & Gałajda, D. (2016). Positive Psychology Perspectives on Foreign Language Learning and Teaching, Springer.
  • Gill, M. G., & Hardin, G. (2014). A “Hot” Mess: Impacting the Relation Between Teachers’ Beliefs and Emotions. In H. Fives & M. G. Gill (Eds.), International Handbook on Teachers’ Beliefs (pp. 230–245). New York: Routledge.
  • Hermans, R., Tondeur, J., Van Braak, J., & Valcke, M. (2008). The Impact of Primary School Teachers’ Educational Beliefs on The Classroom Use of Computers. Computers & Education, 51, 1499-1509.
  • Ilgaz, G., Bülbül, T., & Çuhadar, C. (2013). Öğretmen Adaylarının Eğitim Inançları Ile Özyeterlik Algıları Arasındaki Ilişkinin Incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 50-65.
  • Jenkins, K. A., Charteris, J., Bannister-Tyrrell, M., & Jones, M. (2017). Emotions and Casual Teachers: Implications of the Precariat for Initial Teacher Education. Australian Journal of Teacher Education, 42(12).
  • Kahramanoğlu, R. ve Özbakış, G. (2018). Sınıf Öğretmenlerinin Eğitim Inançlarının Ve Epistemolojik Inançlarının Belirlenmesi Ve Aralarındaki Ilişkinin Incelenmesi. Journal of Interdisciplinary Educational Research, 2(3), 8-27.
  • Kumral, O. (2015). Öğretmen Adaylarinin Eğitim Felsefeleri: Pamukkale Üniversitesi Eğitim Fakültesi Örneği. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 12(2), 59-68.
  • Lee, J. C.-K., Huang, Y. X.-H., Law, E. H.-F., & Wang, M.-H. (2013). Professional identities and emotions of teachers in the context of curriculum reform: A Chinese perspective. Asia-Pacific Journal of Teacher Education,41(3), 271–287.
  • Loh, C. E., & Liew, W. M. (2016). Voices from the ground: The emotional labor of English teachers’ work. Teaching and Teacher Education, 55, 267–278.
  • MacIntyre, P. D., and Gregersen, T. (2012). Emotions that facilitate language learning: the positive-broadening power of the imagination. Studies in Second Language Learning and Teaching. 2, 193–213. doi: 10.14746/ssllt.2012.2.2.4.
  • Macintyre, P.D. Gregersen, T. & Mercer, S. (2019). Setting an Agenda for Positive Psychology in SLA: Theory, Practice, and Research, Modern Language Journal, 103(1), 262-274, DOI: 10.1111/modl.12544 0026-7902/19/1–13.
  • Neville, B. (2013). The enchanted loom. In M. Newberry, A. Gallant & P. Riley (Eds.), Emotion and school: Understanding how the hidden curriculum influences relationships, leadership, teaching and learning (pp. 3–23). Bingley: Emerald.
  • Parrott,W. (2001). Emotions in social psychology: Key readings in social psychology. Philadelphia, PA: Psychology Press.
  • Pekrun, R., & Linnenbrink-Garcia, L. (2014) (Eds.), International Handbook of Emotions in Education. New York NY, Routledge.
  • Rideout, G. W. (2006). Educational Beliefs and The Learning Environment. Academic Exchange Quarterly, 10(2), 67-71.
  • Sarıçoban, A. & Kırmızı, Ö. (2020). An investigation of the relation between pre-service EFL teachers’ emotions and their approaches to teaching. Journal of Language and Linguistic Studies, 16(4).
  • Saunders, R. (2013). The role of teacher emotions in change: Experiences, patterns and implications for professional development. Journal of Educational Change,14(3), 303–333.
  • Seligman, M. (2018). PERMA and the building blocks of well-being. Journal of Positive Psychology. 13, 333–335. doi: 10.1080/17439760.2018.1437466
  • Schutz. P., Hong, J., Cross, D., & Osbon, J. (2006). Reflections on investigating emotion in educational activity settings. Educational Psychology Review, 18(4), 343 - 360.
  • Schutz, P. A., & Lee, M. (2014). Teacher emotion, emotional labor and teacher identity. In J. P. Martınez Agudo & J. Richards (Eds.), English as a foreign language teacher education: Current perspectives and challenges (pp. 169–186). Amsterdam, the Netherlands: Rodopi.
  • Song, J. (2016). Emotions and Language Teacher Identity: Conflicts, Vulnerability, and Transformation, TESOL Quarterly, 50(3), 631-653.
  • Sutton, R. & Wheatley, K. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327- 358.
  • Şahan, H. H. and Terzi, A. R. (2015). Analyzing the Relationship Between Prospective Teachers’ Educational Philosophies and Their Teaching- Learning Approaches. Educational Research and Reviews, 10(8), 1267- 1275.
  • Tunca, N., Alkın-Şahin, S. ve Oğuz, A. (2015). Öğretmenlerin Eğitim Inançları Ile Meslekî Değerleri Arasındaki Ilişki. Kalem Eğitim ve İnsan Bilimleri Dergisi, 5(1), 11-47.
  • Uitto, M., Jokikokko, K., & Estola, E. (2015). Virtual special issue on teachers and emotions in teaching and teacher education 1988 – 2014. Teaching and Teacher Education, 50, 124 -135.
  • Wiles, J., & Bondi, J. (2007). Curriculum development: A guide to practice. NY: Charles E. Merrill Publishing.
  • Yazgı, K. (2020). Examınatıon of the Phılosophıes of Englısh Instructors Workıng At Englısh Preparatory Unıts. Master of arts Thesis, Ufuk University, Institute of Social Sciences, Ankara.
  • Yılmaz, T & Tosun, M. F. (2013). Öğretmenlerin Eğitim Inançları Ile Öğretmen Öğrenci Ilişkilerine Yönelik Görüşleri Arasındaki Ilişki. Eğitim ve Öğretim Araştırmaları Dergisi, 2(4), 23.
  • Yılmaz, K., Altınkurt, Y. & Çokluk, Ö. (2011). Eğitim İnançları Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 11(1), 343-350.
  • Yin, H., Huang, S., & Lee, J. C. K. (2017). Choose your strategy wisely: Examining the relationships between emotional labor in teaching and teacher efficacy in Hong Kong primary schools. Teaching and Teacher Education, 66, 127-136.
  • Zembylas, M. (2002). Structures of feeling in curriculum and teaching: Theorizing the emotional rules. Educational Theory, 52, 187–208. doi:10.1111/j.1741- 5446.2002.00187.x
  • Zembylas, M. (2005a). Beyond teacher cognition and teacher beliefs: the value of the ethnography of emotions in teaching. International Journal of Qualitative Studies in Education, 18(4), 465-487.
  • Zembylas, M. (2005b). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: Theory and Practice, 9, 214–238. doi:10.1080/ 13540600309378.

PRE-SERVICE EFL TEACHERS’ BELIEFS ABOUT EDUCATIONAL PHILOSOPHIES IN RELATION TO TEACHER EMOTIONS

Year 2021, Volume 25, Issue 2, 623 - 636, 31.08.2021

Abstract

Human beings are emotional beings, which, to a large extent, determines their cognitive and social relations with their environments. Since teaching is an occupation that involves working with human beings, emotions are highly relevant for teachers. Therefore, the purpose of the present study is to examine the potential relationship between pre-service EFL teachers’ educational philosophies in term of teacher emotions. In order to collect data, two research tools are used. The first one is the Philosophical Preference Evaluation Scale, prepared by Çetin et al (2012). This questionnaire conceptualizes educational philosophies under five headings, notably perennialism, essentialism, existentialism, progressivism and reconstructionism. The second research tool that is utilized in the present study is the Teacher Emotion Inventory, developed by Chen (2018). This inventory includes five emotions, which are joy, anger, love, sadness, and fear. The results indicated that joy and love are two of the most common emotions experienced by pre-service EFL teachers. In addition, as for educational philosophies, the most common one was existentialism, indicating that the center of education, according to pre-service EFL teachers, should be the student.

References

  • Alkın-Şahin, S., Tunca, N., & Ulubey, Ö. (2014). The Relationship Between Pre-Service Teachers’ Educational Beliefs and Their Critical Thinking Tendencies. Elementary Education Online, 13(4), 1473- 1492.
  • Arslan, S. (2016). An Investigation of The Educational Beliefs of Primary School Teachers in Terms of Several Variables. Kastamonu Eğitim Dergisi, 25(4),1453- 1468.
  • Aybek, B. ve Aslan, S. (2017). An Investigation of Educational Philosophies Adopted and Critical Thinking Disposition in terms of Varios Variables. Gaziantep University Journal of Social Sciences, 16(2), 373-385.
  • Barcelos, A.M.F. & Ruohotie-Lyhty, M. (2018). Teachers’ Emotions and Beliefs in Second Language Teaching: Implications for Teacher Education, In J. D. M. Agudo (ed.). Emotions in Second Language Teaching: Theory, Research and Teacher Education, Cham: Springer.
  • Baş, G. (2015). Correlation between teachers' philosophy of education beliefs and their teaching-learning conceptions. Eğitim ve Bilim, 40(182), 111-126.
  • Becker, E. S., Goetz, T., Morger, V., & Ranellucci, J. (2014). The importance of teachers’ emotions and instructional behaviour for their students’ emotions—An experience sampling analysis. Teaching and Teacher Education,43, 15–26.
  • Benesch, S. (2012). Considering emotions in critical English language teaching: Theories and praxis. New York, NY: Routledge.
  • Beytekin, O. F. ve Kadı, A. (2015). Öğretmen adaylarının eğitim inançları ve değerleri üzerine bir çalışma. The Journal of Academic Social Science Studies, 31(1), 327-341.
  • Biçer, B., Er, H., & Özel, A. (2013). Öğretmen Adaylarının Epistemolojik Inançları ve Benimsedikleri Eğitim Felsefeleri Arasındaki Ilişki. Eğitimde Kuram ve Uygulama, 9(3), 229-242.
  • Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68–77.
  • Chen, J. (2018). Exploring the Impact of Teacher Emotions on Their Approaches to Teaching: A Structural Equation Modelling Approach, British Journal of Educational Psychology, 89(1), 1-18.
  • Çakmak, Z., Bulut, B. ve Taşkıran, C. (2016). Sosyal Bilgiler Öğretmen Adaylarının Eğitim Inançlarına Yönelik Görüşlerinin Çeşitli Değişkenler Açısından Incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16, 1190-1205.
  • Çelik, R. ve Orçan, F. (2016). A Study on Prospective Teachers’ Educational Beliefs. Eğitimde Kuram ve Uygulama, 12(1), 63-77.
  • Çetin, B., İlhan, M., & Arslan, S. (2012). Öğretmen Adaylarının Benimsedikleri Eğitim Felsefelerinin Çeşitli Değişkenler Açısından İncelenmesi. International Journal of Social Science, 5(5), 149-170.
  • Dewaele, J.-M. (2015). On emotions in foreign language learning and use. Language Teaching. 39, 13–15.
  • Dewaele, J.–M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4, 237–274.
  • Dewaele, J.–M. & Dewaele, L. (2017). The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18: A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1, 12–22.
  • Dewaele, J.M. Chen, X., Padilla, A.M. & Lake, J. (2019). The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research, Frontiers in Psychology, 10, 1-13. doi: 10.3389/fpsyg.2019.02128
  • Demirel, Ö. (2015). Eğitimde Program Geliştirme Kuramdan Uygulamaya. Ankara: Pegem Akademi.
  • Doğanay, A. (2011). The Effect of Pre-Service Teacher Education on The Educational Philosophies of Prospective Teachers. Education and Science, 36(161), 332-348.
  • Doğanay, A., & Sarı, M. (2003). İlköğretim Öğretmenlerinin Sahip Oldukları Eğitim Felsefelerine Ilişkin Algılarının Değerlendirilmesi. Türk Eğitim Bilimleri Dergisi, 1(3), 321-337.
  • Enochs, L. G., & Riggs, I. M. (1990). Further Development of An Elementary Science Teaching Efficacy Belief Instrument: A Preservice Elementary Scale. School Science and Mathematics, 90(8), 694-706.
  • Ergün, M. (2009). Eğitim Felsefesi. Ankara: Pegem Akademi.
  • Farouk, S. (2012). What can the self-conscious emotion of guilt tell us about primary school teachers’ moral purpose and the relationships they have with their pupils? Teachers and Teaching: Theory and Practice, 18(4), 491–507.
  • Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218–226.
  • Frenzel, A. C. (2014). Teacher emotions. In R. Pekrun, & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education. New York, NY: Routledge.
  • Gabryś-Barker, D, & Gałajda, D. (2016). Positive Psychology Perspectives on Foreign Language Learning and Teaching, Springer.
  • Gill, M. G., & Hardin, G. (2014). A “Hot” Mess: Impacting the Relation Between Teachers’ Beliefs and Emotions. In H. Fives & M. G. Gill (Eds.), International Handbook on Teachers’ Beliefs (pp. 230–245). New York: Routledge.
  • Hermans, R., Tondeur, J., Van Braak, J., & Valcke, M. (2008). The Impact of Primary School Teachers’ Educational Beliefs on The Classroom Use of Computers. Computers & Education, 51, 1499-1509.
  • Ilgaz, G., Bülbül, T., & Çuhadar, C. (2013). Öğretmen Adaylarının Eğitim Inançları Ile Özyeterlik Algıları Arasındaki Ilişkinin Incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 50-65.
  • Jenkins, K. A., Charteris, J., Bannister-Tyrrell, M., & Jones, M. (2017). Emotions and Casual Teachers: Implications of the Precariat for Initial Teacher Education. Australian Journal of Teacher Education, 42(12).
  • Kahramanoğlu, R. ve Özbakış, G. (2018). Sınıf Öğretmenlerinin Eğitim Inançlarının Ve Epistemolojik Inançlarının Belirlenmesi Ve Aralarındaki Ilişkinin Incelenmesi. Journal of Interdisciplinary Educational Research, 2(3), 8-27.
  • Kumral, O. (2015). Öğretmen Adaylarinin Eğitim Felsefeleri: Pamukkale Üniversitesi Eğitim Fakültesi Örneği. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 12(2), 59-68.
  • Lee, J. C.-K., Huang, Y. X.-H., Law, E. H.-F., & Wang, M.-H. (2013). Professional identities and emotions of teachers in the context of curriculum reform: A Chinese perspective. Asia-Pacific Journal of Teacher Education,41(3), 271–287.
  • Loh, C. E., & Liew, W. M. (2016). Voices from the ground: The emotional labor of English teachers’ work. Teaching and Teacher Education, 55, 267–278.
  • MacIntyre, P. D., and Gregersen, T. (2012). Emotions that facilitate language learning: the positive-broadening power of the imagination. Studies in Second Language Learning and Teaching. 2, 193–213. doi: 10.14746/ssllt.2012.2.2.4.
  • Macintyre, P.D. Gregersen, T. & Mercer, S. (2019). Setting an Agenda for Positive Psychology in SLA: Theory, Practice, and Research, Modern Language Journal, 103(1), 262-274, DOI: 10.1111/modl.12544 0026-7902/19/1–13.
  • Neville, B. (2013). The enchanted loom. In M. Newberry, A. Gallant & P. Riley (Eds.), Emotion and school: Understanding how the hidden curriculum influences relationships, leadership, teaching and learning (pp. 3–23). Bingley: Emerald.
  • Parrott,W. (2001). Emotions in social psychology: Key readings in social psychology. Philadelphia, PA: Psychology Press.
  • Pekrun, R., & Linnenbrink-Garcia, L. (2014) (Eds.), International Handbook of Emotions in Education. New York NY, Routledge.
  • Rideout, G. W. (2006). Educational Beliefs and The Learning Environment. Academic Exchange Quarterly, 10(2), 67-71.
  • Sarıçoban, A. & Kırmızı, Ö. (2020). An investigation of the relation between pre-service EFL teachers’ emotions and their approaches to teaching. Journal of Language and Linguistic Studies, 16(4).
  • Saunders, R. (2013). The role of teacher emotions in change: Experiences, patterns and implications for professional development. Journal of Educational Change,14(3), 303–333.
  • Seligman, M. (2018). PERMA and the building blocks of well-being. Journal of Positive Psychology. 13, 333–335. doi: 10.1080/17439760.2018.1437466
  • Schutz. P., Hong, J., Cross, D., & Osbon, J. (2006). Reflections on investigating emotion in educational activity settings. Educational Psychology Review, 18(4), 343 - 360.
  • Schutz, P. A., & Lee, M. (2014). Teacher emotion, emotional labor and teacher identity. In J. P. Martınez Agudo & J. Richards (Eds.), English as a foreign language teacher education: Current perspectives and challenges (pp. 169–186). Amsterdam, the Netherlands: Rodopi.
  • Song, J. (2016). Emotions and Language Teacher Identity: Conflicts, Vulnerability, and Transformation, TESOL Quarterly, 50(3), 631-653.
  • Sutton, R. & Wheatley, K. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327- 358.
  • Şahan, H. H. and Terzi, A. R. (2015). Analyzing the Relationship Between Prospective Teachers’ Educational Philosophies and Their Teaching- Learning Approaches. Educational Research and Reviews, 10(8), 1267- 1275.
  • Tunca, N., Alkın-Şahin, S. ve Oğuz, A. (2015). Öğretmenlerin Eğitim Inançları Ile Meslekî Değerleri Arasındaki Ilişki. Kalem Eğitim ve İnsan Bilimleri Dergisi, 5(1), 11-47.
  • Uitto, M., Jokikokko, K., & Estola, E. (2015). Virtual special issue on teachers and emotions in teaching and teacher education 1988 – 2014. Teaching and Teacher Education, 50, 124 -135.
  • Wiles, J., & Bondi, J. (2007). Curriculum development: A guide to practice. NY: Charles E. Merrill Publishing.
  • Yazgı, K. (2020). Examınatıon of the Phılosophıes of Englısh Instructors Workıng At Englısh Preparatory Unıts. Master of arts Thesis, Ufuk University, Institute of Social Sciences, Ankara.
  • Yılmaz, T & Tosun, M. F. (2013). Öğretmenlerin Eğitim Inançları Ile Öğretmen Öğrenci Ilişkilerine Yönelik Görüşleri Arasındaki Ilişki. Eğitim ve Öğretim Araştırmaları Dergisi, 2(4), 23.
  • Yılmaz, K., Altınkurt, Y. & Çokluk, Ö. (2011). Eğitim İnançları Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 11(1), 343-350.
  • Yin, H., Huang, S., & Lee, J. C. K. (2017). Choose your strategy wisely: Examining the relationships between emotional labor in teaching and teacher efficacy in Hong Kong primary schools. Teaching and Teacher Education, 66, 127-136.
  • Zembylas, M. (2002). Structures of feeling in curriculum and teaching: Theorizing the emotional rules. Educational Theory, 52, 187–208. doi:10.1111/j.1741- 5446.2002.00187.x
  • Zembylas, M. (2005a). Beyond teacher cognition and teacher beliefs: the value of the ethnography of emotions in teaching. International Journal of Qualitative Studies in Education, 18(4), 465-487.
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Details

Primary Language English
Subjects Humanities, Multidisciplinary
Journal Section Articles
Authors

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


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

Publication Date August 31, 2021
Published in Issue Year 2021, Volume 25, Issue 2

Cite

Bibtex @research article { tsadergisi859287, journal = {Türkiye Sosyal Araştırmalar Dergisi}, issn = {1301-370X}, address = {}, publisher = {Akademisyenler Birliği Derneği}, year = {2021}, volume = {25}, pages = {623 - 636}, doi = {}, title = {PRE-SERVICE EFL TEACHERS’ BELIEFS ABOUT EDUCATIONAL PHILOSOPHIES IN RELATION TO TEACHER EMOTIONS}, key = {cite}, author = {Irgatoğlu, Aydan and Kırmızı, Özkan} }
APA Irgatoğlu, A. & Kırmızı, Ö. (2021). PRE-SERVICE EFL TEACHERS’ BELIEFS ABOUT EDUCATIONAL PHILOSOPHIES IN RELATION TO TEACHER EMOTIONS . Türkiye Sosyal Araştırmalar Dergisi , 25 (2) , 623-636 . Retrieved from https://dergipark.org.tr/en/pub/tsadergisi/issue/64726/859287
MLA Irgatoğlu, A. , Kırmızı, Ö. "PRE-SERVICE EFL TEACHERS’ BELIEFS ABOUT EDUCATIONAL PHILOSOPHIES IN RELATION TO TEACHER EMOTIONS" . Türkiye Sosyal Araştırmalar Dergisi 25 (2021 ): 623-636 <https://dergipark.org.tr/en/pub/tsadergisi/issue/64726/859287>
Chicago Irgatoğlu, A. , Kırmızı, Ö. "PRE-SERVICE EFL TEACHERS’ BELIEFS ABOUT EDUCATIONAL PHILOSOPHIES IN RELATION TO TEACHER EMOTIONS". Türkiye Sosyal Araştırmalar Dergisi 25 (2021 ): 623-636
RIS TY - JOUR T1 - PRE-SERVICE EFL TEACHERS’ BELIEFS ABOUT EDUCATIONAL PHILOSOPHIES IN RELATION TO TEACHER EMOTIONS AU - Aydan Irgatoğlu , Özkan Kırmızı Y1 - 2021 PY - 2021 N1 - DO - T2 - Türkiye Sosyal Araştırmalar Dergisi JF - Journal JO - JOR SP - 623 EP - 636 VL - 25 IS - 2 SN - 1301-370X- M3 - UR - Y2 - 2021 ER -
EndNote %0 The Journal of Turkish Social Research PRE-SERVICE EFL TEACHERS’ BELIEFS ABOUT EDUCATIONAL PHILOSOPHIES IN RELATION TO TEACHER EMOTIONS %A Aydan Irgatoğlu , Özkan Kırmızı %T PRE-SERVICE EFL TEACHERS’ BELIEFS ABOUT EDUCATIONAL PHILOSOPHIES IN RELATION TO TEACHER EMOTIONS %D 2021 %J Türkiye Sosyal Araştırmalar Dergisi %P 1301-370X- %V 25 %N 2 %R %U
ISNAD Irgatoğlu, Aydan , Kırmızı, Özkan . "PRE-SERVICE EFL TEACHERS’ BELIEFS ABOUT EDUCATIONAL PHILOSOPHIES IN RELATION TO TEACHER EMOTIONS". Türkiye Sosyal Araştırmalar Dergisi 25 / 2 (August 2021): 623-636 .
AMA Irgatoğlu A. , Kırmızı Ö. PRE-SERVICE EFL TEACHERS’ BELIEFS ABOUT EDUCATIONAL PHILOSOPHIES IN RELATION TO TEACHER EMOTIONS. Türkiye Sosyal Araştırmalar Dergisi. 2021; 25(2): 623-636.
Vancouver Irgatoğlu A. , Kırmızı Ö. PRE-SERVICE EFL TEACHERS’ BELIEFS ABOUT EDUCATIONAL PHILOSOPHIES IN RELATION TO TEACHER EMOTIONS. Türkiye Sosyal Araştırmalar Dergisi. 2021; 25(2): 623-636.
IEEE A. Irgatoğlu and Ö. Kırmızı , "PRE-SERVICE EFL TEACHERS’ BELIEFS ABOUT EDUCATIONAL PHILOSOPHIES IN RELATION TO TEACHER EMOTIONS", Türkiye Sosyal Araştırmalar Dergisi, vol. 25, no. 2, pp. 623-636, Aug. 2021