The Investigation of the Relationship between Pre-Service Teachers' Opinions Concerning Critical Pedagogy and Beliefs of Educational Philosophies

Abstract

The purpose of this research is to examine the relationship between the educational philosophical beliefs of the pre-service teachers and their opinions concerning the principles of critical pedagogy. This research was designed in a correlational survey model and was carried out with 341 preservice teachers studying at Van Yüzüncü Yıl University, Faculty of Education. 'Educational Beliefs Scale' and 'Critical Pedagogy Principles Scale' were used as data collection tools in the research. Descriptive statistics, t test, ANOVA, Pearson Product Moments Correlation Coefficient and stepwise regression analysis were used in the analysis of the data. As a result of the research, it was determined that the educational philosophies mostly adopted by the pre-service teachers are existentialism, progressivism, reconstructionism, perennialism and essentialism, respectively and their opinions concerning the principles of critical pedagogy are at moderate level. In this study, it was determined that there is a positive and significant relationship between pre-service teachers' concerning principles of critical pedagogy and their educational philosophies. It was also concluded that the pre-service teachers' educational philosophies of existentialism, progressivism and reconstructionism explain 12.8% of the variance in the
opinions of the pre-service teachers concerning the principles of critical pedagogy. It is considered that this study will contribute to the target literature in determining the relationship between the educational philosophical beliefs of the pre-service teachers and their opinions concerning the principles of critical pedagogy.