Universal Journal of Educational Research Vol. 5(12), pp. 2171 - 2177
DOI: 10.13189/ujer.2017.051206
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An Analysis of the Relationship between Scientific Epistemological Beliefs and Educational Philosophies: A Research on Formation Teacher Candidates


Ali Rıza Terzi *, Nihat Uyangör
Department of Educational Sciences, Necatibey Education Faculty, Balikesir University, Turkey

ABSTRACT

This research explores the relationship between scientific epistemological beliefs and educational philosophies of formation teacher candidates. The research was conducted in the summer pedagogical formation program at Balikesir University of Necatibey Education Faculty during the 2016-17 academic years. The research, conducted with 379 candidate teachers, indicates that teacher candidates hold a significantly high score in sub-dimensions of reasoning and in changeability of knowledge concerning scientific epistemological beliefs. The most adopted educational philosophies are progressive and reconstructionist philosophies of education. There is a significant difference between the viewpoints of teacher candidates in terms of gender in relation to both scientific epistemological beliefs and educational philosophies. Same difference also prevails between the teacher candidates' fields of study. Departmental difference is between Natural Sciences/Mathematics fields and Skill/Competence fields. The research has determined a low correlation between the teacher candidates' scientific epistemological beliefs and their educational philosophies. The research results support the results of the existing researches in the literature.

KEYWORDS
Epistemological Beliefs, Educational Philosophies, Teacher Candidate

Cite this paper
Ali Rıza Terzi , Nihat Uyangör . "An Analysis of the Relationship between Scientific Epistemological Beliefs and Educational Philosophies: A Research on Formation Teacher Candidates." Universal Journal of Educational Research 5.12 (2017) 2171 - 2177. doi: 10.13189/ujer.2017.051206.