Journal of Pedagogical Sociology and Psychology
Investigation of pre-service teachers’ cognitive awareness and their perspectives on educational philosophy
Mustafa Yeler 1 *
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1 Burdur Mehmet Akif Ersoy University, Faculty of Education, Turkey
* Corresponding Author
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Journal of Pedagogical Sociology and Psychology, 2023 - Volume 5 Issue 2, pp. 71-91
https://doi.org/10.33902/jpsp.202312345

Article Type: Research Article

Published Online: 04 Sep 2023

Views: 825 | Downloads: 607

ABSTRACT
The purpose of this study was to examine pre-service teachers' cognitive awareness of constructivism and perspectives on educational philosophy in their 4th year. A correlational study was conducted on a group of 362 pre-service teachers studying in various programs of the faculty of education, 102 of whom were male and 260 female. Data were collected through the Cognitive Awareness Scale for Constructivist Learning Theory (CASCLT) and the Educational Thought and Applications Scale (ETAS). Analyses of the obtained data were conducted using non-parametric tests and descriptive statistics. According to the results of the analysis, the cognitive awareness level of the pre-service teachers was found to be at a low level, there was no difference in the sub-dimensions of the nature and formation of knowledge and the physical characteristics of the classroom variables according to the gender variable, while a significant difference was found in other sub-dimensions and in terms of the total mean score. In terms of the department variable, significant differences were observed in the sub-dimensions of learning and teaching process and physical characteristics of the classroom. Nevertheless, there were no significant differences in other subdimensions and the mean score as a whole. There was also no significant difference between those who took the philosophy of education course versus those who did not. As a result of gender variables, preservice teachers' perspectives on educational philosophy differed in favor of female preservice teachers in traditional dimensions, but there were no differences when it came to taking philosophy of education courses or not and department variables. Finally, an examination of the correlation between pre-service teachers' cognitive awareness of constructivism and their opinions on educational philosophy revealed a positive and low level correlation.
KEYWORDS
constructivist learning cognitive awareness educational philosophy educational thoughts and applications
In-text citation: (Yeler, 2023)
Reference: Yeler, M. (2023). Investigation of pre-service teachers’ cognitive awareness and their perspectives on educational philosophy. Journal of Pedagogical Sociology and Psychology, 5(2), 71-91. https://doi.org/10.33902/jpsp.202312345
In-text citation: (1), (2), (3), etc.
Reference: Yeler M. Investigation of pre-service teachers’ cognitive awareness and their perspectives on educational philosophy. Journal of Pedagogical Sociology and Psychology. 2023;5(2), 71-91. https://doi.org/10.33902/jpsp.202312345
In-text citation: (1), (2), (3), etc.
Reference: Yeler M. Investigation of pre-service teachers’ cognitive awareness and their perspectives on educational philosophy. Journal of Pedagogical Sociology and Psychology. 2023;5(2):71-91. https://doi.org/10.33902/jpsp.202312345
In-text citation: (Yeler, 2023)
Reference: Yeler, Mustafa. "Investigation of pre-service teachers’ cognitive awareness and their perspectives on educational philosophy". Journal of Pedagogical Sociology and Psychology 2023 5 no. 2 (2023): 71-91. https://doi.org/10.33902/jpsp.202312345
In-text citation: (Yeler, 2023)
Reference: Yeler, M. (2023). Investigation of pre-service teachers’ cognitive awareness and their perspectives on educational philosophy. Journal of Pedagogical Sociology and Psychology, 5(2), pp. 71-91. https://doi.org/10.33902/jpsp.202312345
In-text citation: (Yeler, 2023)
Reference: Yeler, Mustafa "Investigation of pre-service teachers’ cognitive awareness and their perspectives on educational philosophy". Journal of Pedagogical Sociology and Psychology, vol. 5, no. 2, 2023, pp. 71-91. https://doi.org/10.33902/jpsp.202312345
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