Abstract:

The aim of this study is to examine the relationship between educational philosophies favoured by prospective teachers and their achievement motivation. To this end, educational philosophies determination scale and achievement focused motivation scale were applied to 570 subjects attending pedagogical formation courses provided by two universities in Turkey in 2016. In the light of the analyses carried out in SPSS 22 statistical package programme, a medium level, positive, significant correlation was found between prospective teachers’ achievement motivation and philosophies of education they favour. The educational philosophy having the highest correlation with achievement motivation was progressivism followed by reconstructionism, perennialism and essentialism, respectively. As the standardised coefficients suggest, the variable with the highest effect on achievement motivation was progressivism followed by perennialism, reconstructionism and essentialism, respectively. It was observed that contemporary philosophies of education more closely correlated with achievement motivation compared to the classical ones. 

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