The relationship between Turkish pre-service ICT teachers’ educational philosophies and occupational anxieties

被引：3
作者：
Deryakulu D. [1 ]
Atal-Köysüren D. [1 ]
机构：
[1] Department of Computer and Instructional Technologies Education, Faculty of Educational Sciences, Ankara University, Cebeci Campus, Ankara
来源：
Educational Research for Policy and Practice | 2018年 / 17卷 / 1期
关键词：
Educational beliefs; Educational philosophies; Occupational anxieties; Pre-service teachers;
D O I：
10.1007/s10671-017-9214-2
中图分类号：
学科分类号：
摘要：
This study examines Turkish pre-service Information and Communication Technologies teachers’ educational philosophies and occupational anxieties. A total of 800 pre-service teachers participated in the study. Results showed that the predominant educational philosophies among the participants were the existentialism, progressivism, reconstructionism, and perennialism, respectively. Essentialism was the least preferred educational philosophy. In addition, the majority of pre-service teachers expressed a strong belief in both existentialism (95.6%) and progressivism (95.5%). The participants reported low levels of occupational anxiety. Pearson correlations showed very weak or no relationship between the educational philosophies and occupational anxieties. Implications are discussed. © 2017, Springer Science+Business Media Dordrecht.
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页码：33 / 52
页数：19
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