Exploring Educational Philosophy of Primary School Teacher Candidates in Turkey
Keywords:
Curriculum, educational philosophies, teacher candidates, teacher education
Abstract
Every teacher has a philosophy that affects their education practices and approaches to students. The adopted educational philosophy guides the teachers who are the implementers of the curriculum. Therefore, it is crucial to explore the educational philosophy adopted by teacher candidates, who are expected to be good curriculum practitioners and be educated in this direction. This qualitative study explored primary school teacher candidates’ philosophy of education. Data were collected from 24 primary school teacher candidates and analyzed thematically. The results showed that the participants mostly held the philosophy of Progressivism, and some had an eclectic understanding. Because Turkey's current primary school curriculum was prepared according to the philosophy of Progressivism, it can be inferred that teacher candidates who believe in this philosophy are compatible with the curriculum. It is also concluded that teacher candidates with a philosophy other than Progressivism have not yet fully understood the curriculum. Activities related to increasing knowledge and awareness about educational philosophies in teacher education programs are recommended.
References
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Akyıldız, S. (2016). Investigating novice teachers’ teaching-learning approaches on the basis of adoption of curriculum and application variables. Journal of Bayburt Education Faculty (BAYEF), 11(1), 238-252.
Arellado, M. A. F. (2022). The preferred education philosophies of teachers enrolled in the graduate diploma program at St Theresa International College-Thailand. St. Theresa Journal of Humanities and Social Sciences, 8(2), 47-60.
Aslan, C. (2017). Examining epistemological beliefs of teacher candidates according to various variables. Eurasian Journal of Educational Research, 67, 37‐50. https://doi.org/10.14689/ejer.2017.67.3
Aslan, S. (2022). The predictive role of the primary school teachers’ educational beliefs on their curriculum design orientation preferences. International Journal of Psychology and Educational Studies, 9(3), 765-781. https://dx.doi.org/10.52380/ijpes.2022.9.3.776
Aydın, R., Kılınç, M., Bozkurt, C. S., & Altıntaş, S. (2020). Examination of profiles and educational beliefs of prospective teachers studying in faculty of education. Journal of Education and Human Development, 9(2), 34-53. https://doi.org/10.15640/jehd.v9n2a5
Aytaç, A. (2020). The effect of pre-service teachers’ epistemological beliefs and educational philosophy tendency on teaching and learning conceptions (Unpublished doctoral dissertation). Balıkesir University Institute of Social Sciences, Balıkesir.
Bas, G., & Senturk, C. (2019). Teachers’ educational beliefs and curriculum orientations: A relational research. Teachers and Curriculum, 19(1), 45-53. http://dx.doi.org/10.15663/tandc.v19i1.336
Bay, E., Gündoğdu, K., Ozan, C., Dilekçi, D., & Özdemir, D. (2012). Analysis of elementary prospective teachers` curriculum orientations. International Journal of Curriculum and Instructional Studies, (3), 15-29.
Bennett, C. I. (1999). Comprehensive multicultural education: Theory and practice (4th ed.). Allyn & Bacon.
Bingöl, U., & Kinay, İ. (2018). An investigation of educational philosophies adopted by prospective Turkish teachers in terms of various variables. Electronic Journal of Social Sciences, 17(68), 1636-1647.
Bolat, Y., & Baş, M. (2018). The perception of the educational philosophy in the industrial age 4.0 and the educational philosophy productivity of teacher candidates. World Journal of Education, 8(3), 149-161. https://doi.org/10.5430/wje.v8n3p149
Börekçi, C., & Uyangör, N. (2021). Analyzing pre-service teachers’ educational philosophy preferences, curriculum design orientation, and epistemological beliefs with structural equation model. Participatory Educational Research, 8(3), 356-371. http://dx.doi.org/10.17275/per.21.70.8.3
Braun, V., & Clarke, V. (2019). Psikolojide tematik analizin kullanımı [Usage of thematic analysis in psychology] (Translated by S. N. Şad, N. Özer & A. Atli). Journal of Qualitative Research in Education, 7(2), 873-898. http://dx.doi.org/10.14689/issn.2148-2624.1.7c.2s.17m
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Çoşkun, S., & Taneri, P. O. (2021). Evaluation of prospective teachers’ educational approaches within the framework of educational philosophies. Dört Öge, 19, 29-48.
Demir, O., & Aktı-Aslan, S. (2021). Analysis of education philosophies adopted by teachers in terms of different variables. Muğla Sıtkı Koçman University Journal of Education, 8(1), 307-321. https://doi.org/10.21666/muefd.842880
Demirel, Ö. (2015). Eğitimde program geliştirme: Kuramdan uygulamaya [Curriculum development in education: From theory to practice] (24th ed.). Pegem Akademi.
Demirkol, M. (2022). Kapsayıcı eğitimde öğretmen yeterlikleri [Teacher competencies in inclusive education]. In Ö. Altındağ Kumaş & S. Süer (Eds.) Nitelikli kapsayıcı eğitim: Kuramdan uygulamaya [Quality inclusive education: From theory to practice] (pp. 51-85). Eğiten Kitap.
Doğanay, A. (2011). The effect of pre-service teacher education on the educational philosophies of prospective teachers. Education and Science, 36(161), 332-348.
Edlin, M. L. (2013). Determining the philosophical orientation of pre-service teachers: A Causal-comparative study (Unpublished doctoral dissertation). Tennessee State University, Nashville.
Eğmir, E., & Çelik, S. (2019). The educational beliefs of pre-service teachers as an important predictor of teacher identity. International Journal of Contemporary Educational Research, 6(2), 438-451. https://doi.org/10.33200/ijcer.621717
Ekiz, D. (2007). An investigation of student-teachers’ views of educational philosophies from the angle of different teacher education programs. Ondokuz Mayıs University Journal of the Faculty of Education (OMU-EFD), 24, 1-12.
Engin, G., & Daşdemir, İ. (2015). Evaluation of primary school teachers’ teaching-learning conceptions with regards to different variables. The Journal of Academic Social Science Studies, 33, 425-433.
Gafoor, K. A., & Haskar Babu, U. (2013). Preferred philosophical orientations of B. Ed students. GCTE Journal of Research and Extension in Education, 8(2), 11-17.
Glassen, N. (2019). The impact of teacher educational philosophy on instructional strategies for literacy and student writing (Unpublished doctoral dissertation). Concordia University Irvine.
Gordan, O. (2018). Developing the curriculum (9th ed.). Pearson.
Gültekin, M. (2020). Cumhuriyet dönemi ilkokul programları [Primary school curriculum in republican period]. In M. Gültekin (Ed.) Cumhuriyet dönemi ilkokul programlarındaki gelişmeler [Developments of primary school curriculum during republican period] (pp. 2-74). Pegem Akademi.
Gündoğdu, K., Dursun, F., & Saracaloğlu, A. S. (2020). Investigatıon of educational philosophies and general self-efficacy perceptions of graduate students in educational sciences programs. International Journal of Psycho-Educational Sciences, 9(1), 21-32.
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Hayırsever, F., &Oğuz, E. (2017). Effects of teacher candidates’ educational beliefs on their critical thinking tendencies. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 17(2), 757-778.
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İzalan, Z., & Gögebakan-Yıldız, D. (2018). A comparative study of classroom teachers' educational beliefs and metaphorical perceptions of curriculum, International Online Journal of Educational Sciences, 10(4), 199-214.
Korkmaz, İ. (2017). Cumhuriyetten günümüze Türkiye’de program geliştirme değerlendirme çalışmaları [Curriculum development and evaluation studies in Turkey from the Republic to the present]. In B. Oral & T. Yazar (Eds.) Eğitimde program geliştirme ve değerlendirme [Curriculum development and evaluation in education] (pp. 583-608). Pegem Akademi.
Kozikoğlu, İ., & Erden, R. Z. (2018). The investigation of the relationship between pre-service teachers' opinions concerning critical pedagogy and beliefs of educational philosophies. Elementary Education Online, 17(3), 1566-1582. https://doi.org/10.17051/ilkonline.2018.466392
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Kumral, O. (2022). Primary school teachers’ educational thoughts. Education Quarterly Reviews, 5(2), 144-152. https://doi.org/10.31014/aior.1993.05.02.476
Magulod, Jr., G. C. (2017). Educational philosophies adhered by Filipino preservice teachers: Basis for proposing ınitiatives for 21st century teacher education preparation program. Asia Pacific Journal of Multidisciplinary Research, 5(1), 185-192.
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Ocak, G., & Akkaş Baysal, E. (2019). Temel felsefesi akımları ve önemli temsilcileri [Basic philosophy movements and their important representatives]. In M. Ergün & A. Çoban (Eds.). Eğitim felsefesi [Philosophy of education] (pp. 95-144). Pegem Akademi.
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Ozmon, H. A., & Craver, S. M. (2003). Philosophical foundations of education (7th ed). Merrill Prencice Hall.
Ryan T. G., (2008). Philosophical orientation in pre-service. Journal of Educational Thought, 42(3), 247-260.
Saçlı Uzunöz, F. (2016). The philosophical dispositions of pre-service teachers and teacher educators. Educational Research and Reviews, 11(1), 30-36. https://doi.org/10.5897/ERR2015.2506
Şahan, H. H., & 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.
Saldaña, J. (2019). The coding manual for qualitative researchers (3rd ed.). SAGE.
Soccorsi, L. (2013). Instilling a personal teaching philosophy in pre-service teachers: Vitally important but not always easy to achieve. Journal of Student Engagement: Education Matters, 3(1), 2013, 21-28.
Soyer, C. (2020). Views of school administrators and teachers pertaining to the national education philosophy in the Turkish Republic of Northern Cyprus. International Journal of New Trends in Arts, Sports &Science Education, 9(1), 7-15.
Sözer, Y., & Aydın, M. (2020). Nitel veri toplama teknikleri ve nitel veri analizi süreci [Qualitative data collection techniques and analysis process]. In B. Oral & A. Çoban (Eds.), Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri [Research methods in education from theory to practice]. (pp. 249-283). Pegem Akademi
Thomas, D. J., & Guzman Foster, S. L. (2020). Perceptions of educational philosophies: Written reflections of female Saudi Arabian pre-service teachers. Journal of Research on Women and Gender, 10, 43-59.
Tozlu, N. (2006). Felsefe ve eğitim [Philosophy and education]. In A. Solak (Ed.). Felsefe ve eğitim [Philosophy and education] (pp. 221-262). Hegem Yayınları.
Tuncel, G. (2004). Öğretmenlerin kendi eğitim felsefelerini inşa etmeleri üzerine [On teachers building their own educational philosophies]. Kazım Karabekir Eğitim Fakültesi Dergisi, 10, 223-242
Tupas, J. B., & Pendon, G. P. (2016). Prevailing educational Philosophies among pre-service teachers. IRA International Journal of Education and Multidisciplinary Studies, 3(3), 446-461. http://dx.doi.org/10.21013/jems.v3.n3.p16
Yalçın İncik, E. (2018). The Relationship between teachers' educational beliefs and teaching-learning conceptions: A mixed method study. Journal of Education and Future, 14, 149-167. https://doi.org/10.30786/jef.414487
Yapıcı, Ş. (2013). Educational philosophies of the teachers and teacher candidates. Turkish Studies, 8(8), 1431-1452.
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Akyıldız, S. (2016). Investigating novice teachers’ teaching-learning approaches on the basis of adoption of curriculum and application variables. Journal of Bayburt Education Faculty (BAYEF), 11(1), 238-252.
Arellado, M. A. F. (2022). The preferred education philosophies of teachers enrolled in the graduate diploma program at St Theresa International College-Thailand. St. Theresa Journal of Humanities and Social Sciences, 8(2), 47-60.
Aslan, C. (2017). Examining epistemological beliefs of teacher candidates according to various variables. Eurasian Journal of Educational Research, 67, 37‐50. https://doi.org/10.14689/ejer.2017.67.3
Aslan, S. (2022). The predictive role of the primary school teachers’ educational beliefs on their curriculum design orientation preferences. International Journal of Psychology and Educational Studies, 9(3), 765-781. https://dx.doi.org/10.52380/ijpes.2022.9.3.776
Aydın, R., Kılınç, M., Bozkurt, C. S., & Altıntaş, S. (2020). Examination of profiles and educational beliefs of prospective teachers studying in faculty of education. Journal of Education and Human Development, 9(2), 34-53. https://doi.org/10.15640/jehd.v9n2a5
Aytaç, A. (2020). The effect of pre-service teachers’ epistemological beliefs and educational philosophy tendency on teaching and learning conceptions (Unpublished doctoral dissertation). Balıkesir University Institute of Social Sciences, Balıkesir.
Bas, G., & Senturk, C. (2019). Teachers’ educational beliefs and curriculum orientations: A relational research. Teachers and Curriculum, 19(1), 45-53. http://dx.doi.org/10.15663/tandc.v19i1.336
Bay, E., Gündoğdu, K., Ozan, C., Dilekçi, D., & Özdemir, D. (2012). Analysis of elementary prospective teachers` curriculum orientations. International Journal of Curriculum and Instructional Studies, (3), 15-29.
Bennett, C. I. (1999). Comprehensive multicultural education: Theory and practice (4th ed.). Allyn & Bacon.
Bingöl, U., & Kinay, İ. (2018). An investigation of educational philosophies adopted by prospective Turkish teachers in terms of various variables. Electronic Journal of Social Sciences, 17(68), 1636-1647.
Bolat, Y., & Baş, M. (2018). The perception of the educational philosophy in the industrial age 4.0 and the educational philosophy productivity of teacher candidates. World Journal of Education, 8(3), 149-161. https://doi.org/10.5430/wje.v8n3p149
Börekçi, C., & Uyangör, N. (2021). Analyzing pre-service teachers’ educational philosophy preferences, curriculum design orientation, and epistemological beliefs with structural equation model. Participatory Educational Research, 8(3), 356-371. http://dx.doi.org/10.17275/per.21.70.8.3
Braun, V., & Clarke, V. (2019). Psikolojide tematik analizin kullanımı [Usage of thematic analysis in psychology] (Translated by S. N. Şad, N. Özer & A. Atli). Journal of Qualitative Research in Education, 7(2), 873-898. http://dx.doi.org/10.14689/issn.2148-2624.1.7c.2s.17m
Bueno, D. C. (2019). The education philosophy of pre-service teachers among teacher education institutions (TEIs). Institutional Multidisciplinary Research and Development Journal, 2(1). https://www.researchgate.net/profile/David-Cababaro-Bueno/publication/333534441_The_Education_Philosophy_of_Pre-service_Teachers_among_Teacher_Education_Institutions_TEIs/links/5cf2abb2a6fdcc8475fcce40/The-Education-Philosophy-of-Pre-service-Teachers-among-Teacher-Education-Institutions-TEIs.pdf
Çelik, M., & Zelyurt, H. (2021). The analysis of educational philosophy trends among pre-school teachers. International Journal of Curriculum and Instruction 13(3), 3057–3069.
Cevizci, A. (2013). Paradigma felsefe sözlüğü [Paradigma dictionary of philosophy]. Paradigma Yayınları.
Cevizci, A. (2014). Felsefeye giriş [Introduction to philosophy] (4th ed.). Nobel.
Çoşkun, S., & Taneri, P. O. (2021). Evaluation of prospective teachers’ educational approaches within the framework of educational philosophies. Dört Öge, 19, 29-48.
Demir, O., & Aktı-Aslan, S. (2021). Analysis of education philosophies adopted by teachers in terms of different variables. Muğla Sıtkı Koçman University Journal of Education, 8(1), 307-321. https://doi.org/10.21666/muefd.842880
Demirel, Ö. (2015). Eğitimde program geliştirme: Kuramdan uygulamaya [Curriculum development in education: From theory to practice] (24th ed.). Pegem Akademi.
Demirkol, M. (2022). Kapsayıcı eğitimde öğretmen yeterlikleri [Teacher competencies in inclusive education]. In Ö. Altındağ Kumaş & S. Süer (Eds.) Nitelikli kapsayıcı eğitim: Kuramdan uygulamaya [Quality inclusive education: From theory to practice] (pp. 51-85). Eğiten Kitap.
Doğanay, A. (2011). The effect of pre-service teacher education on the educational philosophies of prospective teachers. Education and Science, 36(161), 332-348.
Edlin, M. L. (2013). Determining the philosophical orientation of pre-service teachers: A Causal-comparative study (Unpublished doctoral dissertation). Tennessee State University, Nashville.
Eğmir, E., & Çelik, S. (2019). The educational beliefs of pre-service teachers as an important predictor of teacher identity. International Journal of Contemporary Educational Research, 6(2), 438-451. https://doi.org/10.33200/ijcer.621717
Ekiz, D. (2007). An investigation of student-teachers’ views of educational philosophies from the angle of different teacher education programs. Ondokuz Mayıs University Journal of the Faculty of Education (OMU-EFD), 24, 1-12.
Engin, G., & Daşdemir, İ. (2015). Evaluation of primary school teachers’ teaching-learning conceptions with regards to different variables. The Journal of Academic Social Science Studies, 33, 425-433.
Gafoor, K. A., & Haskar Babu, U. (2013). Preferred philosophical orientations of B. Ed students. GCTE Journal of Research and Extension in Education, 8(2), 11-17.
Glassen, N. (2019). The impact of teacher educational philosophy on instructional strategies for literacy and student writing (Unpublished doctoral dissertation). Concordia University Irvine.
Gordan, O. (2018). Developing the curriculum (9th ed.). Pearson.
Gültekin, M. (2020). Cumhuriyet dönemi ilkokul programları [Primary school curriculum in republican period]. In M. Gültekin (Ed.) Cumhuriyet dönemi ilkokul programlarındaki gelişmeler [Developments of primary school curriculum during republican period] (pp. 2-74). Pegem Akademi.
Gündoğdu, K., Dursun, F., & Saracaloğlu, A. S. (2020). Investigatıon of educational philosophies and general self-efficacy perceptions of graduate students in educational sciences programs. International Journal of Psycho-Educational Sciences, 9(1), 21-32.
Gwele, N. S. (2005). Education philosophy and the curriculum. In L. R. Uys & N. S. Gwele (Eds.) Curriculum development in nursing: Process and innovation (pp. 1-19). Routledge.
Hayırsever, F., &Oğuz, E. (2017). Effects of teacher candidates’ educational beliefs on their critical thinking tendencies. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 17(2), 757-778.
Hudson, K., & Luke, C. (2023). “Now I know I need to be very patient and open-minded to understand others”: Intercultural learning during an intensive study programme. Journal of the European Teacher Education Network, 64-85. https://etenjournal.files.wordpress.com/2023/02/2023-5-intercultural-learning-during-an-intensive-study-programme-final-version.pdf
İzalan, Z., & Gögebakan-Yıldız, D. (2018). A comparative study of classroom teachers' educational beliefs and metaphorical perceptions of curriculum, International Online Journal of Educational Sciences, 10(4), 199-214.
Korkmaz, İ. (2017). Cumhuriyetten günümüze Türkiye’de program geliştirme değerlendirme çalışmaları [Curriculum development and evaluation studies in Turkey from the Republic to the present]. In B. Oral & T. Yazar (Eds.) Eğitimde program geliştirme ve değerlendirme [Curriculum development and evaluation in education] (pp. 583-608). Pegem Akademi.
Kozikoğlu, İ., & Erden, R. Z. (2018). The investigation of the relationship between pre-service teachers' opinions concerning critical pedagogy and beliefs of educational philosophies. Elementary Education Online, 17(3), 1566-1582. https://doi.org/10.17051/ilkonline.2018.466392
Kumral, O. (2015). Student teachers’ philosophy of education: Case of Pamukkale University faculty of education. HAYEF Journal of Education, 12-2(24), 59-68.
Kumral, O. (2022). Primary school teachers’ educational thoughts. Education Quarterly Reviews, 5(2), 144-152. https://doi.org/10.31014/aior.1993.05.02.476
Magulod, Jr., G. C. (2017). Educational philosophies adhered by Filipino preservice teachers: Basis for proposing ınitiatives for 21st century teacher education preparation program. Asia Pacific Journal of Multidisciplinary Research, 5(1), 185-192.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey.
Ocak, G., & Akkaş Baysal, E. (2019). Temel felsefesi akımları ve önemli temsilcileri [Basic philosophy movements and their important representatives]. In M. Ergün & A. Çoban (Eds.). Eğitim felsefesi [Philosophy of education] (pp. 95-144). Pegem Akademi.
OECD. (2020). PISA 2018 Results (Volume VI): Are students ready to thrive in an interconnected world? PISA, OECD Publishing. https://doi.org/10.1787/d5f68679-en
Orakçı, Ş., Durnalı, M., & Özkan, O. (2018). Curriculum reforms in Turkey. In. O. Karnaukhova, A. Udovikina, & B. Christiansen (Eds.) Economic and geopolitical perspectives of the commonwealth of independent states and Eurasia (pp. 225-251). Igi-Global. http://doi.org/10.4018/978-1-5225-3264-4.ch010
Ornstein, A. C. (1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74(2), 102-109.
Ozmon, H. A., & Craver, S. M. (2003). Philosophical foundations of education (7th ed). Merrill Prencice Hall.
Ryan T. G., (2008). Philosophical orientation in pre-service. Journal of Educational Thought, 42(3), 247-260.
Saçlı Uzunöz, F. (2016). The philosophical dispositions of pre-service teachers and teacher educators. Educational Research and Reviews, 11(1), 30-36. https://doi.org/10.5897/ERR2015.2506
Şahan, H. H., & 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.
Saldaña, J. (2019). The coding manual for qualitative researchers (3rd ed.). SAGE.
Soccorsi, L. (2013). Instilling a personal teaching philosophy in pre-service teachers: Vitally important but not always easy to achieve. Journal of Student Engagement: Education Matters, 3(1), 2013, 21-28.
Soyer, C. (2020). Views of school administrators and teachers pertaining to the national education philosophy in the Turkish Republic of Northern Cyprus. International Journal of New Trends in Arts, Sports &Science Education, 9(1), 7-15.
Sözer, Y., & Aydın, M. (2020). Nitel veri toplama teknikleri ve nitel veri analizi süreci [Qualitative data collection techniques and analysis process]. In B. Oral & A. Çoban (Eds.), Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri [Research methods in education from theory to practice]. (pp. 249-283). Pegem Akademi
Thomas, D. J., & Guzman Foster, S. L. (2020). Perceptions of educational philosophies: Written reflections of female Saudi Arabian pre-service teachers. Journal of Research on Women and Gender, 10, 43-59.
Tozlu, N. (2006). Felsefe ve eğitim [Philosophy and education]. In A. Solak (Ed.). Felsefe ve eğitim [Philosophy and education] (pp. 221-262). Hegem Yayınları.
Tuncel, G. (2004). Öğretmenlerin kendi eğitim felsefelerini inşa etmeleri üzerine [On teachers building their own educational philosophies]. Kazım Karabekir Eğitim Fakültesi Dergisi, 10, 223-242
Tupas, J. B., & Pendon, G. P. (2016). Prevailing educational Philosophies among pre-service teachers. IRA International Journal of Education and Multidisciplinary Studies, 3(3), 446-461. http://dx.doi.org/10.21013/jems.v3.n3.p16
Yalçın İncik, E. (2018). The Relationship between teachers' educational beliefs and teaching-learning conceptions: A mixed method study. Journal of Education and Future, 14, 149-167. https://doi.org/10.30786/jef.414487
Yapıcı, Ş. (2013). Educational philosophies of the teachers and teacher candidates. Turkish Studies, 8(8), 1431-1452.
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Published
2023-12-01
How to Cite
Amac, Z., & Oral, B. (2023). Exploring Educational Philosophy of Primary School Teacher Candidates in Turkey. Dinamika Ilmu, 23(2), 231-247. https://doi.org/10.21093/di.v23i2.6590
Section
Articles
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