Analyzing the relationship between prospective teachers’ educational philosophies and their teachinglearning approaches

Abstract

The purpose of this research is to analyze the relationship between prospective teachers’ educational philosophies and their teaching-learning approaches. The research is a correlational study and a survey model. The working group of the research consists of 328 prospective teachers who received pedagogical formation at Balıkesir University/Turkey in 2013-2014 summer semester. Data were collected through “Detection Scale of Educational Philosophy” and “Scale of Teaching and Learning Approaches”. Arithmetic mean, t-test and Pearson moment correlation coefficient were used as statistical analysis. It is concluded in the research that prospective teachers mostly adopt progressivism and re-constructionism philosophies and corresponding constructivist learning approach. Obtained findings demonstrate that with respect to essentialism philosophy and corresponding traditional adoption levels, there was a significant difference in favor of male and female prospective teachers. According to the research results, there is a positive relationship between educational philosophy and teaching-learning approach. Prospective teachers who adopt perennialism and essentialism philosophy mostly use traditional approach whereas prospective teachers who adopt progressivism and re-constructionism philosophies mostly use constructivist learning approach.