Salih Bardakci, Karakose Cayci, Alkis Colkesen, Alkan Fatih
{"title":"如何成为建构主义教师:哲学思想对建构主义学习信念的影响","authors":"Salih Bardakci, Karakose Cayci, Alkis Colkesen, Alkan Fatih","doi":"10.5937/istrped2101v214b","DOIUrl":null,"url":null,"abstract":"This study aimed at investigating the causal relationships among teachers' constructivist learning beliefs, philosophical beliefs regarding the learning process, epistemological beliefs regarding the nature of knowledge and learning, vocational development opportunities, and the importance attached to these opportunities. In this direction, the causal relationships among these variables were tested through structural equation modelling using the data obtained from teachers working at basic education schools in Turkey. Constructivist Learning Beliefs Scale, Educational Beliefs Scale, Professional Development Scale, and Epistemological Beliefs Scale were used as the data collection tools. The results showed that philosophical beliefs, epistemological beliefs, and thoughts on vocational development opportunities significantly predicted teachers' constructivist learning beliefs.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"28 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"How to become a constructivist teacher: The impact of philosophical thoughts on constructivist learning beliefs\",\"authors\":\"Salih Bardakci, Karakose Cayci, Alkis Colkesen, Alkan Fatih\",\"doi\":\"10.5937/istrped2101v214b\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study aimed at investigating the causal relationships among teachers' constructivist learning beliefs, philosophical beliefs regarding the learning process, epistemological beliefs regarding the nature of knowledge and learning, vocational development opportunities, and the importance attached to these opportunities. In this direction, the causal relationships among these variables were tested through structural equation modelling using the data obtained from teachers working at basic education schools in Turkey. Constructivist Learning Beliefs Scale, Educational Beliefs Scale, Professional Development Scale, and Epistemological Beliefs Scale were used as the data collection tools. The results showed that philosophical beliefs, epistemological beliefs, and thoughts on vocational development opportunities significantly predicted teachers' constructivist learning beliefs.\",\"PeriodicalId\":32439,\"journal\":{\"name\":\"Research in English Language Pedagogy\",\"volume\":\"28 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Research in English Language Pedagogy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5937/istrped2101v214b\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in English Language Pedagogy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5937/istrped2101v214b","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
How to become a constructivist teacher: The impact of philosophical thoughts on constructivist learning beliefs
This study aimed at investigating the causal relationships among teachers' constructivist learning beliefs, philosophical beliefs regarding the learning process, epistemological beliefs regarding the nature of knowledge and learning, vocational development opportunities, and the importance attached to these opportunities. In this direction, the causal relationships among these variables were tested through structural equation modelling using the data obtained from teachers working at basic education schools in Turkey. Constructivist Learning Beliefs Scale, Educational Beliefs Scale, Professional Development Scale, and Epistemological Beliefs Scale were used as the data collection tools. The results showed that philosophical beliefs, epistemological beliefs, and thoughts on vocational development opportunities significantly predicted teachers' constructivist learning beliefs.
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