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Öğretmen adaylarının ahlaki olgunluk düzeyleri ile eğitim inançlarına odaklanan çalışmanın temel amacı bu iki durum arasındaki ilişkiyi belirlemektir. Bu temel amaç doğrultusunda öğretmen adaylarının ahlaki olgunluk düzeyleri ile eğitim inançları cinsiyet ve bölüm değişkenlerine göre incelenmiştir. Öğretmen adaylarının eğitim inançları ise daimicilik, esasicilik, ilerlemecilik, yeniden kurmacılık ve varoluşçu eğitim alt boyutları kapsamında incelenmiştir. Araştırmanın örneklemini Artvin Çoruh Üniversitesi Eğitim Fakültesi (Sınıf Öğretmenliği, Sosyal Bilgiler Öğretmenliği, Türkçe Öğretmenliği, İlköğretim Matematik Öğretmenliği) ve İlahiyat Fakültesi’nde 2019-2020 eğitim öğretim yılında öğrenim görmekte olan toplam 690 öğretmen adayı oluşturmuştur. Araştırmada yöntem olarak ilişkisel tarama modeli kullanılmıştır. Araştırmada veri toplama aracı olarak “Ahlaki Olgunluk Ölçeği” ve “Eğitim İnançları Ölçeği” kullanılmıştır. Araştırmada elde edilen veriler SPSS 22 paket programı aracılığıyla analiz edilmiştir. Yapılan normallik testleri sonucunda normal dağılım göstermeyen verilerin analizinde Mann Whitney U ve Kruskal Wallis H testleri kullanılmıştır. Ayrıca öğretmen adaylarının ahlaki olgunluk düzeyleri ile eğitim inançları arasındaki ilişkiyi belirlemek amacıyla da Spearman korelasyon katsayısı hesaplanmıştır. Araştırma sonucunda öğretmen adaylarının ahlaki olgunluk düzeylerinin cinsiyet değişkenine göre anlamlı şekilde farklılaştığına, bölüm değişkeninde ise ahlaki olgunluğun farklılık göstermediğine ulaşılmıştır. Öğretmen adaylarının eğitim inançları ise cinsiyete göre ilerlemecilik, varoluşçu eğitim ve esasicilik; bölüme göre ilerlemecilik, daimicilik ve esasicilik alt boyutlarında anlamlı olarak farklılık göstermiştir. Öğretmen adaylarının ahlaki olgunluk düzeyleri ile ilerlemeci, varoluşçu, yeniden kurmacı ve daimici eğitim inançları arasında pozitif yönde, esasici eğitim inancı arasında ise negatif yönde anlamlı ilişkilerin olduğu saptanmıştır.
The main objective of the study focused on the level of moral maturity of teachers candidates and educational beliefs is to determine the relationship between these two situations. In accordance with this basic objective, the teacher candidates have been studied according to the ethical maturity levels and the educational beliefs according to the gender and division variables. The educational beliefs of the teaching candidates have been studied within the subdimensions of continuity, fundamentality, progressivity, reconstruction and existential education. The examples of the study have been made by the Artvin Çoruh University Education Faculty (class teaching, social information teaching, Turkish teaching, primary mathematics teaching) and the Theology Faculty with a total of 690 teachers candidates who are studying in the 2019-2020 educational year. The research method was used as a relational scanning model. The study used the "Ethical Adult Scale" and the "Education Faith Scale" as a data collection tool. The data obtained in the study was analyzed through the SPSS 22 package program. The normality tests resulted in the analysis of the data that did not show normal distribution using Mann Whitney U and Kruskal Wallis H tests. Spearman correlation ratio was also calculated to determine the relationship between the moral maturity levels of the teacher candidates and the educational beliefs. The study found that the moral maturity levels of teachers candidates vary significantly according to the gender variable, and that the moral maturity does not vary in the section variable. The educational beliefs of the teaching candidates have shown significant differences in the subdimensions of progressivity, existential education and fundamentalism according to gender; progressivity, continuity and fundamentalism according to division. It has been established that the level of moral maturity of the teacher candidates and the beliefs of progressive, existing, rebuilding and permanent education are in a positive direction, and that the beliefs of basic education are in a negative direction.
The main purpose of this study is to explore the relationship between preservice teachers’ moral maturity levels and educational beliefs. To this end, preservice teachers’ moral maturity levels and educational beliefs were analyzed according to the following variables: gender and department. Preservice teachers’ educational beliefs were examined in relation to the sub-dimensions of perennialism, essentialism, progressivism, reconstructionism, and existentialism in education. The sample consisted of 690 preservice teachers who were studying in the faculties of education (classroom teaching, social studies teaching, Turkish teaching, and primary school mathematics teaching) and theology in Artvin Çoruh University in 2019-2020 Academic Years. The study used a correlational survey research design. The data were collected using “the Moral Maturity Scale”, and “the Educational Beliefs Scale”. The data were analyzed using SPSS software version 22.0. Following the normality tests, the non-normally distributed data were analyzed through the Mann-Whitney U and Kruskal Wallis H. Spearman Correlation coefficient was calculated to determine the relationship between preservice teachers’ moral maturity levels and educational beliefs. The analysis results showed that preservice teachers’ moral maturity levels differed significantly according to gender, year of study, and achievement level but not according to the type of the high school of graduation and their department. The gender variable led to a significant difference in preservice teachers’ progressivist, existentialist, and essentialist educational beliefs. The department variable led to a significant difference in their progressivist, perennialist and essentialist educational beliefs. Additionally, there was positive significant correlation between preservice teachers’ moral maturity levels and their existentialist, reconstructionist and perennialist educational beliefs. There was also negative significant correlation between their moral maturity levels and essentialist educational beliefs.
Field : İlahiyat
Journal Type : Uluslararası
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