Correlation Between Teachers’ Philosophy of Education Beliefs and Their Teaching-Learning Conceptions

Abstract

The purpose of this study was to examine the correlation between teachers’ philosophy of education beliefs and their teaching-learning conceptions. For this purpose, the “correlations survey model” was adopted in the study. The data collection tools used in the study were; “Education Beliefs Scale” (Yılmaz, Altınkurt, & Çokluk, 2011) and “Teaching-Learning Conceptions Scale” (Chan & Elliott, 2004). According to the Pearson moments correlation analysis conducted, it was found positive significant correlations between teachers’ philosophy of education beliefs and their teaching-learning conceptions. In this study, it was concluded that contemporary philosophy of education beliefs were correlated with constructivist teaching-learning conception and traditional philosophy of education beliefs were correlated with traditional teaching-learning conception. Also, it was understood that teachers’ philosophy of education beliefs was a significant predictor of their teaching-learning conceptions.