Analysis of Variables that Affect Teaching Learning Approaches and Epistemological Beliefs of Pre-Service Teachers by Structural Equation Model
Makaleler > Tam Makale · 2018
Yazarlar: Öner USLU
International Journal of Research in Education and Science, Diğer Kurumların Hakemli Dergileri, Uluslararası, Scopus, 2018, cilt 4, ss 237-251
Özet
Teachers are expected to update their instructional strategies. Teaching learning approaches andepistemological beliefs may affect teaching practices. The aim of this study isanalyzing the relation of variables that effect epistemological beliefs and teaching learning approaches of teachercandidates on a statistical model. According to literature, self-efficacyperceptions, individual innovativeness positions, gender and English successlevels, are expected to have direct or indirect effects on epistemologicalbeliefs and teaching learning approaches. Many studies examined these relations, but there is not any study examiningall of these relations on a statistical model. In addition, the effect ofindividual innovativeness on epistemological beliefs and teaching learningapproaches was not examined on any model previously. A theoretical modelestablished in line with the literature and has been tested with path analysismethod. Results indicate that the model gave fit with the data withinacceptable limits. According to the model, learning teaching approaches ofindividuals with sophisticated epistemological beliefs are more constructivist.In this case epistemological belief, individual innovativeness, generalself-efficacy, gender, English success level and alma mater can be said to havedirect or indirect effects on teaching learning approaches of teachercandidates.