Abstract:

The educational philosophy shapes the objectives that are oriented towards education, leads to educational practices, guides individuals to what purposes and how to. The educational philosophy also helps teachers to see the education in all aspects. It is also clear that a teacher who knows closely and can evaluate the influence of philosophy on education will be more successful. The aim of this study is to reveal the educational approaches of teachers candidates, their views on the teaching profession and their views on the education and teaching. The educational opinions of the candidates are evaluated in the framework of educational philosophies that are tailored to teachers and students. Accordingly, teachers-centered educational philosophies are permanent and fundamental (scientific) views that move from an idealist and realistic perspective. On the contrary, student-centered educational philosophies are progressive and rebuilding concepts that move from the concept of pragmatism, existence and critical pedagogics. In this study, it also tried to evaluate whether teachers’ candidates have an impact on the philosophical view they adopted by variables such as gender, age, graduated section, the latest completed educational level and teaching experience. The study included a total of 195 teachers candidates who participated in Pedagogical Training Education at a public university located in the Anatolian region. The data of the research was obtained with a material scale of 28 of five factors developed by the researchers. The teachers’ candidates are closer to contemporary educational philosophies (existence and rebuilding) and the educational philosophy they at least adopt is found to be fundamental. Teachers’ educational philosophy are their resources, life experiences, values, the environment they live, their interactions with others, and their awareness of the philosophical approaches. It is believed that the findings of this study will provide a pathway for teaching candidates to think about what factors affect their educational approaches, teaching profession and their views on education and teaching.

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