Are Pre-Service Mathematics Teachers' Teaching Concerns Related to Their Epistemological Beliefs?

2014-01-01
BOZ, NİHAT
Boz, Yezdan
The purposes of this study were to evaluate the effect of year on pre-service teachers' epistemological beliefs and their teaching concerns as well as to investigate the relationship between teaching concerns and epistemological beliefs. One hundred seventy seven mathematics pre-service teachers enrolled in the Department of Secondary Mathematics Education in two universities participated in the present study. Two instruments: Teaching Concerns Checklist and Schommer Epistemological Questionnaire were used for data collection. Two MANOVAs were conducted to determine the effect of year on pre-service mathematics teachers' epistemological beliefs and their teaching concerns. In order to find out the relationship between pre-service teachers' teaching concerns and their epistemological beliefs, canonical analysis was conducted. It was found that there were no significant mean differences among pre-service teachers attending different years regarding teaching concerns, whereas there was a significant effect of year on pre-service teachers' epistemological beliefs. Apart from that, canonical analysis revealed a significant relationship between teaching concerns and epistemological beliefs.
CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE

Suggestions

The nature of the relationship between teaching concerns and sense of efficacy
Boz, Yezdan (2010-01-01)
This study examined the relationship between prospective teachers' concerns about their teaching and their beliefs about their sense of efficacy. Three hundred and thirty-nine prospective teachers participated in this study. Two instruments, the 'Teaching Concerns Checklist' and the 'Teachers' Sense of Efficacy Beliefs Scale', were used to elicit the participants' teaching concerns and their sense of efficacy. Canonical correlation analysis, conducted to explore the relationships between these two construct...
Preservice Science Teachers' Epistemological Beliefs and Informal Reasoning Regarding Socioscientific Issues
Ozturk, Nilay; Yılmaz Tüzün, Özgül (2017-12-01)
This study investigated preservice elementary science teachers' (PSTs) informal reasoning regarding socioscientific issues (SSI), their epistemological beliefs, and the relationship between informal reasoning and epistemological beliefs. From several SSIs, nuclear power usage was selected for this study. A total of 647 Turkish PSTs enrolled in three large universities in Turkey completed the open-ended questionnaire, which assessed the participants' informal reasoning about the target SSI, and Schommer's (1...
Factors Influencing Pre-Service Early Childhood Teachers' Outcome Expectancy Beliefs Regarding Science Teaching
Olgan, Refika; Öztekin, Ceren (2014-04-01)
This study investigated the contribution of scientific epistemological beliefs, personal self-efficacy beliefs, and attitudes towards science teaching on pre-service early childhood teachers' outcome expectancy beliefs. Data were collected from 362 pre-service early childhood teachers through administration of the Epistemological Beliefs Questionnaire, the Science Teaching Efficacy Belief Instrument and the Science Teaching Attitude Scale and were analyzed by using Multiple Regression analysis. The results ...
Do Pre-service Chemistry Teachers Reflect their Beliefs about Constructivism in their Teaching Practices?
Kondakçı, Esen; Boz, Yezdan (Springer Science and Business Media LLC, 2010-05-01)
This study aimed to explore pre-service chemistry teachers' beliefs about constructivism and the influence of their beliefs in their teaching practice. For this purpose, semi-structured interviews were carried out with eight pre-service teachers in order to understand their belief structures. Pre-service teachers' beliefs about constructivism were classified in three categories which are weak, moderate, and strong conceptions of constructivism. For detailed exploration, three cases of pre-service teachers r...
When early childhood teachers close the door: Self-reported fidelity to a mandated curriculum and teacher beliefs
COBANOGLU, Rahime; Çapa Aydın, Yeşim (2015-01-01)
This study examined the influence of early childhood teachers' beliefs about teaching and self-efficacy beliefs on their self-reported fidelity to a mandated constructivist curriculum. The data were collected from a sample of 308 early childhood teachers from public schools in Turkey. The results of hierarchical regression analyses revealed that early childhood teachers reported a considerably higher level of fidelity to the constructivist curriculum when their beliefs aligned more with the constructivist a...
Citation Formats
N. BOZ and Y. Boz, “Are Pre-Service Mathematics Teachers’ Teaching Concerns Related to Their Epistemological Beliefs?,” CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE, pp. 335–362, 2014, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/55824.