An investigation of the relation between pre-service efl teachers’ epistemological cognition and teaching approaches

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dc.contributor.authorKırmızı, Özkan
dc.contributor.authorIrgatoglu, Aydan
dc.date.accessioned2024-09-29T16:29:20Z
dc.date.available2024-09-29T16:29:20Z
dc.date.issued2021
dc.departmentKarabük Üniversitesien_US
dc.description.abstractThis study was undertaken to investigate the relation between pre-service EFL teachers’ epistemological beliefs and their approaches to teaching. The participants are 105 pre-service EFL teachers, selected based on a random sampling method. To measure pre-service EFL teachers’ epistemological beliefs, The Epistemological Beliefs Survey, developed by Chan and Eliott (2004), was used. This survey conceptualizes epistemological beliefs under four dimensions; namely “innate/fixed ability, learning effort/process, authority/expert knowledge, and certainty knowledge.” To measure, pre-service EFL teachers’ approaches to teaching, the Approaches to Teaching Inventory, developed by Trigwell, Prosser, and Ginns (2005), was utilized. This tool has three major subdimensions; “transmission-based, student-teacher interaction, and student focus.” Descriptive and correlational statistical analyses were used. The results indicated that pre-service EFL teachers moderately agree with the sub-dimensions of epistemological beliefs and the most important sub-dimension that predict teaching approaches is the effort dimension of epistemological beliefs.en_US
dc.identifier.doi10.18026/cbayarsos.874649
dc.identifier.endpage232en_US
dc.identifier.issn1304-4796
dc.identifier.issue2en_US
dc.identifier.startpage217en_US
dc.identifier.trdizinid445554en_US
dc.identifier.urihttps://doi.org/10.18026/cbayarsos.874649
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/445554
dc.identifier.urihttps://hdl.handle.net/20.500.14619/10449
dc.identifier.volume19en_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.relation.ispartofCelal Bayar Üniversitesi Sosyal Bilimler Dergisien_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titleAn investigation of the relation between pre-service efl teachers’ epistemological cognition and teaching approachesen_US
dc.typeArticleen_US

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