Citation Number
6
Views
62
Downloands
23
Bu çalışmada öğretmenlerin benimsedikleri eğitim felsefelerinin çeşitli değişkenler açısından belirlenmesi amaçlanmıştır. Bu amaç doğrultusunda ilişkisel tarama modeli kullanılmıştır. Araştırma verileri 2019- 2020 eğitim öğretim yılının birinci döneminde, farkı branşlardan 265 öğretmene ulaşarak, kolay ulaşılabilir durum örneklemesi yöntemiyle toplanmıştır. Veri toplama aracı olarak Yılmaz, Altınkurt ve Çokluk (2011) tarafından geliştirilen “Eğitim İnançları Ölçeği” kullanılmıştır. Veriler, betimsel istatistikler, t-testi ve tek yönlü varyans analizi (ANOVA) ile çözümlenmiştir. Çalışmada, öğretmenlerin en çok benimsedikleri eğitim felsefelerinin sırasıyla varoluşçuluk, ilerlemecilik, daimicilik, yeniden kurmacılık ve esasicilik olduğu sonucuna ulaşılmıştır. Cinsiyet değişkenine göre sadece esasicilik eğitim felsefesini erkek öğretmenlerin daha fazla benimsedikleri görülmüştür. Öğretmenlerin mezun oldukları fakülte değişkenine göre daimicilik, esasicilik, ilerlemecilik ve varoluşçuluk eğitim felsefelerine göre anlamlı bir farklılık görülmemiştir. Ancak yeniden kurmacılık eğitim felsefesinde eğitim fakültesi mezunu öğretmenler lehine anlamlı bir farklılık görülmüştür. Öğretmenlerin mesleki kıdemleri açısından da benimsemiş oldukları eğitim felsefelerinde anlamlı farklılıklara rastlanmıştır. Öğretmenlerin eğitim durumları, benimsemiş oldukları eğitim felsefesini etkilememiştir. Branşlarına göre bakıldığında ise, sınıf öğretmenlerinin varoluşçuluk eğitim felsefesini daha fazla benimsedikleri görülmüştür.
In this study, the aim of the teachers is to determine the educational philosophies they adopt in terms of various variables. For this purpose, a relative scan model has been used. The research data was collected in the first semester of the 2019-2020 academic year, with 265 teachers from different branches reached, using the easy-to-accessed state sampling method. The data collection tool was developed by Yılmaz, Altınkurt and Multiplity (2011) using the "Education Faith Scale". Data, visual statistics, t-test and one-way variance analysis (ANOVA) are analyzed. The study has concluded that the educational philosophies most accepted by teachers are, respectively, existence, progressivity, continuity, reconstruction and fundamentalism. According to the gender variable, only the basicity education philosophy has been seen more accepted by male teachers. According to the faculty variable in which teachers graduate, there is no significant difference according to the educational philosophies of continuity, fundamentality, progressivity and existence. However, a significant difference has been seen in the education philosophy of re-creation in the benefit of the graduate faculty teachers. There are significant differences in the teaching philosophies that teachers have adopted in terms of their professional advantages. The educational conditions of teachers have not affected the educational philosophy they have adopted. According to their branches, classmates have seen more accepting the existence education philosophy.
The purpose of this research is to determine the education philosophies adopted by teachers in terms of different variables. For this purpose, the correlational survey model, was used in the research process. The research data were collected in the first semester of the 2019-2020 academic year by reaching 265 teachers from different departments by using convenience sampling method. ‘Education Belief Scale’ developed by Yılmaz, Altınkurt, and Çokluk (2011) was used to collect data. The collected data were analyzed through descriptive statistics, t-test, and One Way Variance Analysis (ANOVA). According to the results of the research, teachers adopted these education philosophies respectively: Existentialism, Progressivism, Perennialism, Re-Constructionism, and Essentialism. It was determined that, in terms of the variable of gender, male participants only adopted essentialism philosophy more when compared to females. In terms of the variable of the faculty from which the participants graduated, there was no meaningful difference between perennialism, essentialism, progressivism, and existentialism education philosophies. However, it was determined that there was a meaningful difference in re-constructivism education philosophy in favor of the teachers who graduated from education faculty. There were meaningful differences in the adopted education philosophies in terms of the variable of profeeessional seniority. The education level of teachers didn’t affect the education philosophy they adopted. When the variable of specialty was taken into consideration, it was observed that classroom teachers adopted education philosophy more than the others.
Field : Eğitim Bilimleri
Journal Type : Ulusal
Article Detail 
Citation Owners
Similar Articles
Download PDF
Journal Information
Listen Paper
Print This Page
Share
Mendeley
