The relationship between Turkish pre-service ICT teachers' educational philosophies and occupational anxieties

Deryakulu D., Atal-Koysuren D.

EDUCATIONAL RESEARCH FOR POLICY AND PRACTICE, vol.17, no.1, pp.33-52, 2018 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 17 Issue: 1
  • Publication Date: 2018
  • Doi Number: 10.1007/s10671-017-9214-2
  • Journal Name: EDUCATIONAL RESEARCH FOR POLICY AND PRACTICE
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus
  • Page Numbers: pp.33-52
  • Keywords: Educational philosophies, Educational beliefs, Occupational anxieties, Pre-service teachers, SELF-REPORTS, IDENTITY, BELIEFS, 1ST, ATTITUDES, VALIDITY, SCALE
  • Ankara University Affiliated: Yes

Abstract

This study examines Turkish pre-service Information and Communication Technologies teachers' educational philosophies and occupational anxieties. A total of 800 pre-service teachers participated in the study. Results showed that the predominant educational philosophies among the participants were the existentialism, progressivism, reconstructionism, and perennialism, respectively. Essentialism was the least preferred educational philosophy. In addition, the majority of pre-service teachers expressed a strong belief in both existentialism (95.6%) and progressivism (95.5%). The participants reported low levels of occupational anxiety. Pearson correlations showed very weak or no relationship between the educational philosophies and occupational anxieties. Implications are discussed.