Philosophical Basis of Turkish and American Teachers’xx Pedagogical Beliefs

2006-09-20
This small-scale exploratory study describes some of the findings from a larger ethnographic study on the school environment and hidden curriculum in American and Turkish middle schools, offering a cross-cultural perspective on the philosophical basis of the pedagogical beliefs and practices of middle school teachers. Nine Turkish and 10 American teachers, and 24 Turkish and 18 American 6th, 7th and 8th grade students participated in the study. Semi-structured interviews and classroom observation were used as the main methods of data collection. Overall results of this study revealed that there was a difference between philosophical orientations of Turkish and American teachers. Turkish teachers� pedagogical beliefs and practices implied essentialism as a dominant philosophy while American teachers� pedagogical beliefs and practices implied progressivism as a dominant philosophical orientation. However, the influence of essentialism among American teachers� pedagogical beliefs and practices can not be underestimated.

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Citation Formats
C. Engin Demir, “Philosophical Basis of Turkish and American Teachers’xx Pedagogical Beliefs,” presented at the ECER (2006), 2006, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/71627.