An investigation of teachers’ beliefs about learning

Basit Öğe Kaydı
dc.authorscopusid46460919300
dc.authorscopusid56350946100
dc.authorscopusid57225779079
dc.authorscopusid56566662100
dc.authorscopusid56566771800
dc.authorscopusid56566652100
dc.authorscopusid56566588300
dc.contributor.authorBay, Erdal
dc.contributor.authorIlhan, Mustafa
dc.contributor.authorAydın, Zeynep
dc.contributor.authorKinay, İsmail
dc.contributor.authorYiğit, Celal
dc.contributor.authorKahramanoğlu, Recep
dc.contributor.authorKuzu, Sekvan
dc.date.accessioned2024-09-19T15:43:44Z
dc.date.available2024-09-19T15:43:44Z
dc.date.issued2014
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractThe aim of this study was to investigate teachers’ beliefs about learning. So, we investigated the level of teachers’ beliefs about the traditional and constructivist approach (cognitive, social and radical). Further, it was questioned how teachers developed qualifications needed for the constructivist approach. The study was conducted on 233 teachers working in the city centre of Gaziantep in Turkey during 2011-2012 school year. “Beliefs about Learning Scale”, developed by the researchers, was used for data collection. The results revealed that the teachers adopted the constructivist approach at a higher level than the traditional approach. Speaking about the constructivist approach dimensions, the teachers adopted the social constructivist approach at a higher level than cognitive and radical constructivist approaches. According to the gender variable, the extent to which the female teachers adopted the constructivist approach was higher in comparison with the male teachers. Moreover, it was found that the level of classroom teachers’ beliefs about the traditional approach was higher than that of subject teachers’ beliefs according to seniority. Another finding was that the increase in seniority increased the teachers’ beliefs about the traditional approach. The findings indicated that the teachers adopted qualifications for the constructivist approach mostly during their undergraduate and post-graduate education. © 2014, Facteachereducation. All rights reserved.en_US
dc.identifier.endpage90en_US
dc.identifier.issn1848-5189
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-84925345256en_US
dc.identifier.scopusqualityQ4en_US
dc.identifier.startpage55en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12483/14529
dc.identifier.volume16en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherFACTEACHEREDUCATIONen_US
dc.relation.ispartofCroatian Journal of Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectBeliefs about learningen_US
dc.subjectCognitiveen_US
dc.subjectConstructivist learningen_US
dc.subjectSocial and radical constructivismen_US
dc.subjectTeachers’ educational beliefsen_US
dc.subjectTraditional learningen_US
dc.titleAn investigation of teachers’ beliefs about learningen_US
dc.title.alternativeIstra?ivanje o uvjerenjima što ih u?itelji imaju o u?enjuen_US
dc.typeArticleen_US

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