Pre-service teachers’ beliefs about the teaching profession, curriculum orientations, and personal responsibility

Basit Öğe Kaydı
dc.authorid0000-0001-8964-2082
dc.authorid0000-0003-3046-3017
dc.contributor.authorEren, Altay
dc.contributor.authorÇetin, Güler
dc.date.accessioned2021-06-23T18:51:28Z
dc.date.available2021-06-23T18:51:28Z
dc.date.issued2019
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractWorking with 743 pre-service teachers from Turkey, the present study examined the relationships between beliefs about the teaching profession, curriculum orientations, and sense of personal responsibility, with the intention of exploring the mediating roles of curriculum orientations. Latent-factor correlation analysis and structural equation modelling analyses were conducted to analyse the data. The results showed that beliefs about expertise and difficulty in the teaching profession were significantly related to curriculum orientations. The results also demonstrated that humanistic and social reconstruction curriculum orientations played mediating roles in the relationships between beliefs about the teaching profession (i.e., expertise and difficulty) and sense of personal responsibility for student achievement and relationships with students. The results suggest that pre-service teachers’ beliefs about the teaching profession, curriculum orientations, and sense of personal responsibility for the diverse and challenging aspects of the teaching profession should be interpreted based on the mediating roles of their curriculum orientations. © 2018, Australian Curriculum Studies Association.en_US
dc.description.urihttps://link.springer.com/content/pdf/10.1007/s41297-018-00061-1.pdf
dc.identifier.doi10.1007/s41297-018-00061-1
dc.identifier.endpage32en_US
dc.identifier.issn0159-7868
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85063801044en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage19en_US
dc.identifier.urihttps://doi.org/10.1007/s41297-018-00061-1
dc.identifier.urihttps://hdl.handle.net/20.500.12491/3801
dc.identifier.volume39en_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorEren, Altay
dc.institutionauthorÇetin, Güler
dc.language.isoenen_US
dc.publisherSpringer International Publishingen_US
dc.relation.ispartofCurriculum Perspectivesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectBeliefsen_US
dc.subjectCurriculumen_US
dc.subjectResponsibilityen_US
dc.subjectTeacheren_US
dc.titlePre-service teachers’ beliefs about the teaching profession, curriculum orientations, and personal responsibilityen_US
dc.typeArticleen_US

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim
İsim:
altay-eren.pdf
Boyut:
623.04 KB
Biçim:
Adobe Portable Document Format
Açıklama:
Tam metin/ Full text
İndir

Koleksiyon

Scopus İndeksli Yayınlar Koleksiyonu
Eğitim Bilimleri Bölümü Koleksiyonu