The Effect of Constructivist and Traditional Learning Environment on Student Teachers’ Educational Beliefs

Year 2014, Volume: 36 Issue: 36, 15 - 28, 01.07.2014

Sibel Duru

Abstract

The aim of
this study is to investigate the effect of constructivist and traditional
learning environments on student teachers’ learning and teaching beliefs. One
hundred thirty student teachers who had taken Introduction to Educational
Science course participated in this study at the first semester of their
teacher educational program. The study employs quasi-experimental pre-post test
with a control group research design. The control group is designated for
classes in which traditional teaching strategies are performed, and the
treatment group is designated for classes in which constructivist teaching
practices are performed. Teacher Belief Survey was used to collect data. The
findings show that traditional learning environment did not have any effect on
student teachers’ both traditional and constructivist beliefs; while
constructivist learning environment had an effect on student teachers’
traditional beliefs.   Discussion of the
findings, implications and limitation of the study are presented. 

Keywords

Constructivism, Traditional education, teacher beliefs, learning environment

Yapılandırmacı ve Geleneksel Öğrenme Ortamlarının Öğretmen Adaylarının Eğitim İnançları Üzerine Etkisi

Abstract

Bu
araştırmanın amacı yapılandırmacı ve geleneksel öğrenme ortamlarının üniversite
birinci sınıf öğretmen adaylarının öğrenme-öğretme inançları üzerine etkisini
araştırmaktır. Araştırmaya Pamukkale Üniversitesi Eğitim Fakültesi’nde birinci
yarıyılda Eğitim Bilimine Giriş  dersini
alan ve farklı alanlarda öğrenim gören toplam 130 öğrenci katılmıştır.
Araştırma için öntest-sontest yarı deneysel araştırma deseni kullanılmıştır.
Geleneksel öğretim stratejilerinin kullanıldığı sınıflar kontrol grubu ve
yapılandırmacı stratejilerin kullanıldığı sınıflar ise deney grubu olarak
belirlenmiştir. Veri toplama aracı olarak Öğretmen İnançları Ölçeği
kullanılmıştır. Bulgular geleneksel öğrenme ortamlarının öğretmen adaylarının
geleneksel ve yapılandırmacı inançları üzerinde bir etkisinin bulunmadığını,
yapılandırmacı öğrenme ortamının öğrencilerin geleneksel inançları üzerinde
etkisi olduğunu göstermiştir. Araştırmada elde edilen bulgular eğitimciler
açısından tartışılmış ve önerilerde bulunulmuştur. 

Keywords

Yapılandırmacılık, geleneksel eğitim, öğretmen inançları, öğrenme ortamı

References

• Alexander, P. A., & Dochy, F. J. R. (1995). Conceptions of knowledge and beliefs: A comparison across varying cultural and educational communities. American Educational Research Journal, 32(2), 413-442.
• Bauersfeld, H. (1998). Remarks on the education of elementary teachers. In M. Larachelle, N. Bednarz, & J. Garrison (Eds.), Constructivism and education (pp. 213-232). Cambridge: Cambridge University Press. Beyer, L. E. (1984). Field experience, ideology, and development of critical reflectivity. Journal of Teacher Education, 35(3), 36-41.
• Bird, T., Anderson, L. M, Sullivan, B. A., & Swindler, S. A. (1993). Pedagogical balancing acts: Attempts to influence prospective teachers’ beliefs. Teacher and Teacher Education, 9(3), 253-267.
• Black, A., & Ammon, P. (1992). A developmental-constructivist approach to teacher education. Journal of Teacher Education, 43(5), 323-335.
• Britzman, D. P. (1986). Cultural myths in the making of a teacher: Biography and social structure in teacher education. Harvard Educational Review, 56(4), 442-456.
• Calderhead, J., & Robson, (1991). Images of teaching: Student teachers’ early conceptions of classroom practice. Teaching and Teacher Education, 7(1), 1-8.
• Chan, J. K. S. (1999). Student teachers’ beliefs. What have they brought to the initial teacher training. (ERIC Document Reproduction Service No. ED435607).
• Collier, S. T. (1997). Theories of learning: Reflective thought in teacher education. Paper presented at the annual conference of the Mid-South Educational Research Association (Memphis, TN.)
• Desautels, J., Garrison, J., & Fluery, S. C. (1998). Critical-constructivism and the sociopolitical agenda. In M. Larochelle, N. Bednarz, J. Garrison (Eds.), Constructivism and Education (pp. 254-278), New York: Cambridge University Press.
• Dewey, J. (1916). Democracy and education. New-York: Free Press.
• Driscoll, M. P. (2000). Psychology of learning for instruction (2nd ed.). Massachusetts: Needham Heights.
• Duru, S. (2006). Pre-service Elementary Education Teachers’ Beliefs About Teaching and Learning in Turkey. Unpublished dissertation, Indiana University, Bloomington.
• Eisenhart, M. A., Shrum, J. L., Harding, J. R., & Cuthbert, A. M. (1988). Teacher beliefs: Definitions, findings, and directions. Educational Policy, 2(1), 51-69.
• Fasko, D. J., & Grubb, D. J. (1997). Implications of the learner-centered psychological principles and self-assessment tools for teacher education reform. Paper presented at the annual conference of the American Educational research Association, (Chicago, IL).
• Fishbein, M. & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. MA: Addison-Wesley Publishing Company.
• Flores, M. A. (2001). Person and context in becoming a new teacher. Journal of Education for Teaching: International Research and Pedagogy, 27(2), 135-148.
• Fosnot, C. T., & Perry, R. S. (2005). Constructivism: A psychological theory of learning. In C.T. Fosnot, Constructivism: Theory, Perspectives, and Practice (pp. 9-31), New York: Teacher College Press.
• Garrison, J. (1998). Toward a pragmatic social constructivism. In M. Larochelle, N. Bednarz, & J. Garrison (Eds.), Constructivism and education (pp. 43-60). Cambridge, UK: Cambridge.
• Goodland, J. (1990). Teachers for our nation's schools. San Francisco: Jossey-Bass.
• Green, T. F. (1971). The activities of teaching. New York: McGraw-Hill
• Greene, M. W., & Zimmerman, S. O. (2000). The effects of fifth dimension on preservice teachers beliefs. Paper presented at the Society for Information Technology & Teacher Education International Conference (San Diego, California).
• Hart, L. (2004). Beliefs and perspectives of first year alternative preparation elementary teachers in urban classrooms. School Science and Mathematics, 104(2), 79-88.
• Hein, G. E. (2002). The challenge of constructivist teaching. In E. Mirochnik, & D.C. Sherman (Eds.), Passion and pedagogy: Relation, creation, and transformation in teaching (pp. 197-214), New-York: Peter Lang Publishing.
• Hollingsworth, S., (1989). Prior beliefs and cognitive change in learning to teach. American Educational Research Journal, 26(2), 160-189.
• Holt-Reynolds, D. (2000). What does the teacher do? Constructivist pedagogies and prospective teachers’ beliefs about the role of a teacher. Teaching and Teacher Education, 16(1), 21-32.
• Joram, E., & Gabrielle, A. (1997). Preservice teachers’ prior beliefs: Transforming obstacles into opportunities. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL).
• Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90.
• Knowles, J. G., & Holt-Reynolds, D. (1991). Shaping pedagogies through personal histories in preservice teacher education. Teachers College Record, 93(1), 87-111
• Lauriala, A. (1997). The role of practicum contexts in enhancing change in student teachers’ professional beliefs. European Journal of Teacher Education, 20(3), 267-282.
• Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
• McCombs, B. L. (2001).What do we know about learners and learning? Learner-centered framework: Bringing the educational system into balance. Educational Horizons, 79(4), 182- 193.
• McMullen, M. B. (1997). Effects of early childhood teacher education on self perceptions & beliefs about developmentally appropriate practices. Journal of Early Childhood Teacher Education, 18(3), 55-68.
• Minor, L. C., Onwuegbuzie, A. J., Witcher, A. E., & James, T. L., (2001). Trends in teacher candidates’ educational beliefs. Paper presented at the annual conference of the Mid-Sought Educational Research Association (Little Rock, AR).
• Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.
• Noble, A., & Smith M. L. (1994). Old and new beliefs about measurement-driven reform: “The more things change, the more they stay the same”. (ERIC Document Reproduction Service No. ED 378 228).
• O’ Loughlin, M. (1992). Engaging teachers in emancipatory knowledge construction. Journal of Teacher Education, 43(5), 336-346.
• Ormrod, J. E. (1999). Human learning (3rd ed.). New Jersey, Siman & Schuster.
• Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
• Pepin, Y. (1998). Practical knowledge and school knowledge: A constructivist representation of education. In M. Larochelle, N. Bednarz, & J. Garrison (Eds.), Constructivism and education (pp. 173-192). Cambridge, UK: Cambridge.
• Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Eds), Handbook of research on teacher education (pp.102-119). New York: Simon & Shuster MacMillan.
• Richardson, V. (1997). Constructivist teaching and teacher education: Theory and practice. In V. Richardson (Eds.), Constructivist teacher education: Building new understanding (pp. 3-14), Washington, DC: Falmer Press.
• Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco, CA: Jossey-Bass.
• Rothenberg, J., Gormley, K., & McDermott, P. (1993). Pedagogical field experience or none: A comparison study report. Paper presented at the annual conference of the American Educational Research Association, (Atlanta, Georgia).
• Saban, A. (2003). A Turkish profile of prospective elementary teachers and their views of teaching. Teaching and Teacher Education, 19(8), 829-846.
• Thomas, J. A. & Petersen, J. E. (2003). Reforming elementary science teacher preparation: What about extant teaching beliefs. School Science and Mathematics, 103(7), 319-330.
• Tillema, H. H. (1994). Training and professional expertise: Bridging the gab between new information and pre-existing beliefs of teachers. Teaching and Teacher Education, 10(6), 601-615.
• von Glasersfeld, E. (1995 b). A constructivist approach to teaching. In L.P. Steffe, & J. Gale (Eds.), Constructivism in Education (pp. 3-16). Hillsdale NJ: Lawrence Erlbaum Associates. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Published originally in Russian in 1930.
• Weber, S., & Mitchell, C. (1995). 'That's funny, you don't look like a teacher': Interrogating images and identity in popular culture. London: Falmer Press.
• Woolley, S. L., Benjamin, W. J., & Woolley, A.W. (2004). Construct validity of a self-report measure of teacher beliefs related to constructivist and traditional approaches to teaching and learning. Educational and Psychological Measurement, 64(2), 319-331.
• Wright, M. (1997). Student teachers’ beliefs and a changing teacher role. European Journal of Teacher Education, 20(3), 257-265.
• Younger, M., Brindley, S., Pedder, D., & Hagger, H. (2004). Starting points: Student teachers’ reasons for becoming teachers and their pre-conceptions of what this will mean. European Journal of Teacher Education, 27(3), 245-264.
• Zeichner, K., & Gore, J. (1990). Teacher socialization. In W. Robert Houston (Eds.), Handbook of research on teacher education (pp. 329-348), New York: Macmillan.
• Zeichner, K. M., & Hoeft, K. (1996). Teacher socialization for cultural diversity. In J. Sikula (Eds), Handbook of research on teacher education (pp. 525-547). New York: Simon & Shuster MacMillan.
• Zeichner, K. M., & Tabachnick, B. R. (1981). Are the effects of university teacher education “washed out” by school experience? Journal of Teacher Education, 32(3), 7-11.