Abstract:

The general purpose of this research is to study the educational beliefs that teachers candidates adopt in terms of various variables. The examples of the study are made up of 303 teachers candidates who study in class teaching, science knowledge teaching and pedagogical formation programs. The research data has been collected with the Education Faith Scale developed by Yılmaz, Altınkurt and Multiplity (2011). The study found that the teachers’ beliefs that they accept are very important, and that the beliefs that they accept are very important. There is no meaningful difference between the educational beliefs of the teachers candidates according to their gender, the program they study and the kind of attitude of their parents, and there is no meaningful difference between the beliefs of progressive education in favor of those who adopt a student-centered approach, the beliefs of basic education in favor of those who adopt a teacher-centered approach, and the beliefs of progressive education in favor of those who consider the subject-centered courses appropriate.

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