Research article    |    Open Access
International Journal on New Trends in Education and Their Implications 2012, Vol. 3(1) 94-100

Analyzing Pre-Service Elementary Teachers’ Pedagogical Beliefs

Vesile Gul BASER, Neset MUTLU

pp. 94 - 100

Publish Date: March 31, 2012  |   Single/Total View: 0/0   |   Single/Total Download: 0/0


Abstract

The major aim of the study was to reveal prospective elementary teachers’ pedagogical beliefs. The following research questions were addressed in the study: “What are prospective elementary teachers’ teaching beliefs?” and “Do their teaching beliefs differ based on their gender?. Data were gathered by using the adopted version of Teacher Beliefs Survey developed by Benjamin (2003). The instrument assessed traditional and constructivist view of teaching with a number of 18 items. It was distributed to 234 fourth-grade Prospective Elementary Classroom Teachers. The participants were categorized by using cluster analyze based on their pedagogical beliefs. The analysis results showed that majority of the participants hold constructivist teaching belief whereas remaining presented traditional and pragmatic views. Non parametric statistic test was conducted whether the participants’ teaching beliefs differed based on gender. Chi square analysis showed significant difference between gender and teaching beliefs of the participants.

Keywords: pedagogical beliefs, cluster analysis, gender, pre-service teachers


How to Cite this Article?

APA 7th edition
BASER, V.G., & MUTLU, N. (2012). Analyzing Pre-Service Elementary Teachers’ Pedagogical Beliefs. International Journal on New Trends in Education and Their Implications, 3(1), 94-100.

Harvard
BASER, V. and MUTLU, N. (2012). Analyzing Pre-Service Elementary Teachers’ Pedagogical Beliefs. International Journal on New Trends in Education and Their Implications, 3(1), pp. 94-100.

Chicago 16th edition
BASER, Vesile Gul and Neset MUTLU (2012). "Analyzing Pre-Service Elementary Teachers’ Pedagogical Beliefs". International Journal on New Trends in Education and Their Implications 3 (1):94-100.