Being a Teacher: Elementary Teachers’ (mis)Conceptions and (ill-structured) Beliefs about Teaching
Öz
The purpose of this study is to
investigate experienced elementary teachers’ beliefs and conceptions about
teaching and to explore their ill structured beliefs and misconceptions in the
context of student-centered education perspective. 151 experienced elementary
teachers in Turkey participated in the study. The participants produced 81
metaphors from parents up to multi charger for the concept of a teacher. The
results of the study showed that some of the same metaphors were used for
different perspectives by different participants. In addition, majority of the
participant (57,6 %) believed that their metaphors represented student-centered
perspective. On the other hand, the results of descriptive analysis showed that
of the 151 elementary teachers, 119 (78.8%) had teacher-centered beliefs, 8
(5.3%) had student-centered beliefs while 24 (15.9%) elementary teachers had
mixed beliefs.. The result of the content analyses indicated that some of the elementary teachers did not have any clear
conceptions about student-centered teaching. These teachers described their
metaphors as student-centered or mixed perspectives in terms of codependent
relationships between students and teacher, instead of psychological and
philosophical foundations of education. In addition, it was
observed that the most popular misconceptions and ill structured beliefs were
related to “guide”, “active learning” and “students’ need, interest and
differences”. Discussions of the findings and recommendations for further
research are presented.
Anahtar Kelimeler
Kaynakça
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