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Information Journal Paper

Title

The Relationship between Epistemological Beliefs and Educational Philosophies with Teacher/Students' Teaching Approaches

Pages

  29-51

Abstract

 Purpose: Given the relationship between theory and practice, there has always been a strong tendency to explore the theoretical foundations of practice on the one hand, and the effects of practice on the repair and completion of theory on the other. Efforts in this field of education can help to shape an educational philosophy and consequently an appropriate educational program (Zandvanian Naini, Safaei Moghaddam, Pakseresht & Sepasi, 2009). This is especially important for teacher/students. teacher/students are of particular importance as a link between educational thought and practice because they are directly exposed to higher education and education. In other words, teacher/students can operation apply theories of higher education at the level of education, and this is of particular importance because they can critique and analyze educational theory and also, with the touch of the operational levels, help improve educational practice (Mohammadi Pouya & Dehghani, 2016). This study investigate the relationship between epistemological beliefs and Educational Philosophies with teacher/students' Teaching Approaches. Method: The research conduct with descriptive-correlational method. The research population includes all teacher/students of Alzahra University in Semnan province with a sample size of 122 people. Data gathering by three questionnaires: epistemological beliefs, Educational Philosophies and Teaching Approaches. For determine reliability, Cronbach, s alpha was used which its value for epistemological beliefs 0. 93, Educational Philosophies 0. 92 and Teaching Approaches 0. 88. SPSS software was used for data analysis in format of descriptive and inferential tests, including, K-S test, one sample T-test, Pearson correlation coefficient (PCC) and multivariate regression. Results: Findings from the survey-relationship between epistemological beliefs and Educational Philosophies with teacher/students' Teaching Approaches-showed the priority of epistemological beliefs of teacher/students was "simple knowledge" and the priority of their Educational Philosophies was "reconstructionism" and also teacher/students prefer the "learner-centered" teaching approach. Based on the findings, the epistemological beliefs of »simple knowledge« and »quick learning« with teacher-centered and learner-centered approach and epistemological beliefs of »definitive knowledge« and »immutability« with teacher-centered approach, have a positive and significant relationship. Because in definitive knowledge and immutability, there is talk of certainty and principles and definitive and inviolable knowledge is dependent on the authority other than itself (Chan & Elliot, 2003). Therefore, the teacher is the source of knowledge and control of learning with him and considered the teacher-centered approach. But, beliefs such as quick learning, need to be used interactive of the role of teacher and student, and therefore use of teacher-centered and student-centered Teaching Approaches. Another result of the study was that the Educational Philosophies of »essentialism« and »perennialism« with teacher-centered approach, and Educational Philosophies of »progressivism« and »reconstructionism« with student-centered approach have a positive and significant relationship. This result is in line with the research results of Mohammadi Pouya (2017) because they also found in their research that the teaching-centered teaching approach had a significant relationship with the educational philosophy of sustainability. It is consistent, as they also report that there is a significant relationship between the types of educational philosophy and classroom management strategies. The results of this research section are in line with the research results of Malekipour and et al (2016), because they also report that there is a significant relationship between types of educational philosophy and classroom management strategies. Also the results showed that the epistemological beliefs of »simple knowledge«, »quick learning« and »definitive knowledge« and the Educational Philosophies of »essentialism« and »perennialism« can predict Teaching Approaches. This result is also in line with the results of the study Malekipour and et al (2016), because they have found that the types of educational philosophy of essentialism and sustainability can predict authoritarian and authoritarian class management, and the types of educational philosophy of progressivism and restructuring can predict authoritative, democratic, and indifferent class management. Finally, it was found that teacher/students prioritized the student-centered teaching approach to teacher-centered teaching approach. This result is inconsistent with the findings of the study by Javadipour and et al (2016) and Mohammadi Pouya (2017), because they reported that the teacher-centered teaching approach was more supportive than the student-centered teaching approach. In explaining this finding, it can be acknowledged that in the Javadipour et al's research, teachers as the research community and in the Mohammadi Pouya's research, professors as the research community, whose average age is often higher than the current research community. They are from the older generation of the educational system, and the current research community-teacher/students-is considered to be the newer generation of the educational field, who have a better relationship with the process and characteristics of today's teaching. On the other hand, this conclusion can be attributed to the emphasis of the education system on the fundamental transformation document of education in recent years. Because the contents of the fundamental transformation document of education and the national curriculum document of the Islamic Republic (as high level documents of the education system) have been designed and developed using a competency-based approach. Examples of competency-based perspectives can be found in the various sections of the national curriculum document. For example, in the section on general approaches and orientations, it is mentioned that learners have an active role in the process of teaching-learning and training and developing their competence inherently. Also in the section on content, it is mentioned that content-centric is tailored to present and future needs, interests, students' psychological characteristics, Islamic community expectations, and educational time (National Curriculum Document, 2012). However, given the prospect of high level documents and teacher/students training, it would be natural for teacher/students to support student-centered Teaching Approaches based on competency-based and to focus on this approach towards learners.

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    APA: Copy

    MOHAMMADI POUYA, FARAMARZ, MOHAMMADI POUYA, SOHRAB, zaree, ahmad, & KHOSRAVI, MAHDIEH. (2019). The Relationship between Epistemological Beliefs and Educational Philosophies with Teacher/Students' Teaching Approaches. RESEARCH IN TEACHING, 7(3 ), 29-51. SID. https://sid.ir/paper/262615/en

    Vancouver: Copy

    MOHAMMADI POUYA FARAMARZ, MOHAMMADI POUYA SOHRAB, zaree ahmad, KHOSRAVI MAHDIEH. The Relationship between Epistemological Beliefs and Educational Philosophies with Teacher/Students' Teaching Approaches. RESEARCH IN TEACHING[Internet]. 2019;7(3 ):29-51. Available from: https://sid.ir/paper/262615/en

    IEEE: Copy

    FARAMARZ MOHAMMADI POUYA, SOHRAB MOHAMMADI POUYA, ahmad zaree, and MAHDIEH KHOSRAVI, “The Relationship between Epistemological Beliefs and Educational Philosophies with Teacher/Students' Teaching Approaches,” RESEARCH IN TEACHING, vol. 7, no. 3 , pp. 29–51, 2019, [Online]. Available: https://sid.ir/paper/262615/en

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