Please use this identifier to cite or link to this item: http://earsiv.odu.edu.tr:8080/xmlui/handle/11489/4149
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dc.contributor.authorOzmutlu, Emel Bayrak-
dc.date.accessioned2024-03-15T08:05:43Z-
dc.date.available2024-03-15T08:05:43Z-
dc.date.issued2022-
dc.identifier.citationOzmutlu, EB. (2022). The Relationship between Theory and Practice: An Examination Based on Pre-Service Teachers' Beliefs. J. Qual. Res. Educ., 30, 223-249. https://doi.org/10.14689/enad.30.10en_US
dc.identifier.issn2148-2624-
dc.identifier.urihttp://dx.doi.org/10.14689/enad.30.10-
dc.identifier.urihttps://www.webofscience.com/wos/woscc/full-record/WOS:000782839900006-
dc.identifier.urihttp://earsiv.odu.edu.tr:8080/xmlui/handle/11489/4149-
dc.descriptionWoS Categories: Education & Educational Researchen_US
dc.descriptionWeb of Science Index: Emerging Sources Citation Index (ESCI)en_US
dc.descriptionResearch Areas: Education & Educational Researchen_US
dc.description.abstractThe purpose of this study is to conduct an examination based on pre-service teachers' beliefs about the theoretical content of teacher education programmes. The research was carried out with a basic qualitative research design. The study group of the research was determined with the criterion sampling method, which is one of the purposive sampling methods. The study group of the research consisted of 134 pre-service teachers studying in three different programmes in their eighth semester. Analyses were performed on belief statements labelled with 582 in vivo codes. An extensive and detailed analysis process consisting of three stages was followed in the research. The research shows that the highest rate of pre-service teachers' beliefs about the functions of theoretical content were in the remembering category. Pre-service teachers' beliefs about the dysfunctionality of theoretical content mostly reflected their preconceptions about theoretical content. Beliefs about how the dysfunctionality of theoretical content could be overcome were related to the need to solve the problems of trust, permanence and context in teacher education programmes. In teacher education programmes, pre-service teachers need to focus on ways to deal with the functions of theoretical content at the metacognitive level and to overcome their preconceptions about theoretical content.en_US
dc.language.isoengen_US
dc.publisherANI PUBLISHING-ANKARAen_US
dc.relation.isversionof10.14689/enad.30.10en_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectTeacher education programmes, relationship between theory and practice in teacher education, teacher competenciesen_US
dc.subjectPROFESSIONAL-DEVELOPMENT, REFLECTIVE THINKING, EDUCATION, STUDENT, CONCEPTIONS, EXPERIENCES, KNOWLEDGE, VALIDITY, LESSON, LEARNen_US
dc.titleThe Relationship between Theory and Practice: An Examination Based on Pre-Service Teachers' Beliefsen_US
dc.typearticleen_US
dc.relation.journalJOURNAL OF QUALITATIVE RESEARCH IN EDUCATION-EGITIMDE NITEL ARASTIRMALAR DERGISIen_US
dc.contributor.departmentOrdu Üniversitesien_US
dc.identifier.issue30en_US
dc.identifier.startpage223en_US
dc.identifier.endpage249en_US
Appears in Collections:Temel Eğitim Bölümü

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