Investigation of pre-service physical education teachers' epistemological and pedagogical beliefs

• Main Authors: Tarık Balcı (Author), Hatice Çamlıyer (Author)
• Format: Book
• Published: Journal of Pedagogical Research, 2022-02-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.

Summary

The aim of this study was to examine pre-service physical education teachers' epistemological and pedagogical beliefs and to reveal the relationship between those beliefs. The participants in the study were 333 pre-service teachers studying in physical education and sports teaching departments. The <i>epistemological beliefs questionnaire,</i> and <i>teaching and learning conceptions questionnaire</i> were used as the data collection tools. In the analysis of the data, descriptive statistics, independent samples t-test, Pearson correlation analysis and path analysis were applied. It was determined that the pre-service physical education teachers' mean scores for learning process-doubting authority/expert knowledge, learning effort and constructivist conception were high, while their scores for innate/fixed ability, certainty of knowledge and traditional conception were moderate. According to the path analysis results, it was revealed that their innate/fixed ability and certainty of knowledge beliefs positively predicted the traditional conception, while their learning process-doubting authority/expert knowledge and learning effort beliefs positively predicted the constructivist conception. As a result of the research, it was determined that generally, the pre-service physical education teachers believed in the importance of effort and process in learning, and that they adopted a constructivist conception. Furthermore, it was revealed that epistemological beliefs are an important variable in predicting pedagogical beliefs.

Item Description

2602-3717
10.33902/JPR.2022175429