The analysis of educational philosophy trends among pre-school teachers
Educational philosophy trends among pre-school teachers
Abstract
The present study is a descriptive research conducted with the quantitative research method and aimed to determine and analyze the educational philosophy trends among pre-school teachers and the effects of various variables on their educational philosophy orientations. The study was conducted with 381 pre-school teachers attending Inönü University, Faculty of Education, Department of Preschool Education, during the 2019-2020 academic year fall semester. The "Educational Beliefs Scale" developed by Yılmaz, Altınkurt and Çokluk (2011) was employed to collect the study data. In data analysis, the educational philosophy trends among the pre-service teachers were determined initially. The consistency of the identified trends with the educational philosophy adopted in the MEB Preschool Curriculum was determined, and the data were compared based on various variables. The fact that most participants adopted existentialism and progressivism and the least number of participants adopted essentialism revealed that the pre-service teachers adopted contemporary educational philosophies. It was also concluded that a higher number of pre-service teachers who graduated from departments with equal numerical and verbal weight adopted progressivism when compared to those who graduated from numerical departments, and the difference was significant. Also, as student seniority increased, the educational philosophy trends wmong the pre-service teachers changed from conventional educational philosophies to contemporary educational philosophies. The present study was approved by Inonu University Ethics Committee on 14.01.2021 (No:9). Recommendations are presented for educators, educational programmers and future studies
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