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Öğretmen Adaylarının Benimsedikleri Eğitim Felsefeleri ile Grup Çalışma Becerileri Arasındaki İlişki

Year 2025, Volume: 14 Issue: 4, 997 - 1017, 22.12.2025

İsmail Kinay , Sedef Süer Baytak , Tuncay Ardıç

https://doi.org/10.30703/cije.1694739

Abstract

Bu çalışmanın amacı öğretmen adaylarının benimsedikleri eğitim felsefeleri ile grup çalışması becerileri arasındaki ilişkinin incelenmesidir. Araştırmanın evrenini, 2021-2022 eğitim öğretim yılı bahar döneminde bir devlet üniversitesinin eğitim fakültesine kayıtlı 2.617 öğretmen adayı oluşturmaktadır. Analiz için 557 öğretmen adayından oluşan rastgele bir örneklem seçilmiştir. Veriler "Felsefe Tercihi Değerlendirme Ölçeği", "Grup Çalışma Becerileri Anketi" ve açık uçlu bir anket kullanılarak toplanmıştır. Ölçeklerden elde edilen nicel veriler, Jamovi paket programı kullanılarak analiz edilmiştir. Katılımcıların kişisel özellikleri ile eğitim felsefi ve grup çalışması beceri düzeylerini değerlendirmek için yüzdeler, frekanslar, aritmetik ortalamalar ve standart sapmalar hesaplanmıştır. Açık uçlu anketten elde edilen nitel veriler, betimsel analizler kullanılarak analiz edilmiştir. Bu araştırmada, öğretmen adaylarının güçlü grup çalışması becerileri sergilerken ağırlıklı olarak çağdaş eğitim felsefelerini benimsedikleri ortaya konulmuştur. Akademik seviyeler arttıkça, çağdaş felsefe tercihleri ile grup çalışması becerileri arasında pozitif bir korelasyon vardır ve ilköğretim ve dil eğitimi programları en yüksek seviyeleri göstermektedir. Grup çalışmasına katılımın artması hem felsefi inançları hem de iş birliği yeteneklerini geliştirir ve öğretmen eğitiminde deneyimsel öğrenmenin önemini vurgular.

Keywords

Öğretmen adayları felsefi tercihler grup çalışması becerileri eğitim felsefesi

References

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  • Allen, K. C. (2012). Connecting research to teaching: Keys to successful group work: Culture, structure, nurture. The Mathematics Teacher, 106(4), 308-312. https://doi.org/10.5951/mathteacher.106.4.0308
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  • Aslan S., & Aybek, B. (2017). An investigation of educational philosophies adopted and critical thinking disposition in terms of various variables. Gaziantep University Journal of Social Sciences, 16(2), 373-385. https://doi.org/10.21547/jss.281737
  • Aytaç, A. (2020). The effect of pre-service teachers’ epistemological beliefs and educational philosophy tendency on teaching and learning conceptions (Unpublished doctoral dissertation). Balıkesir University, Balıkesir, Turkey.
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  • Kumral, O. (2015). Student teachers’ philosophy of education: Case of Pamukkale University Faculty of Education. HAYEF Journal of Education, 12(2), 59-68. https://dergipark.org.tr/en/pub/iuhayefd/issue/8803/110054
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The Relationship between Preservice Teachers’ Educational Philosophy Preferences and Their Group Work Skills

Year 2025, Volume: 14 Issue: 4, 997 - 1017, 22.12.2025

İsmail Kinay , Sedef Süer Baytak , Tuncay Ardıç

https://doi.org/10.30703/cije.1694739

Abstract

This study investigates the relationship between preservice teachers’ educational philosophy preferences and their group work skills, employing a correlational survey design. The population consists of 2,617 preservice teachers enrolled in the Faculty of Education at a state university during the Spring Semester of the 2021-2022 academic year. A random sample of 557 preservice teachers was selected for analysis. Data were collected using the "Philosophy Preference Assessment Scale," the "Group Work Skills Questionnaire," and an open-ended questionnaire to gather qualitative insights. The quantitative data from the scales were analysed using the Jamovi package program, calculating percentages, frequencies, arithmetic means, and standard deviations to assess participants' personal characteristics and levels of educational philosophy and group work skills. Qualitative data from the open-ended questionnaire were analysed using descriptive statistics, categorizing responses and determining their frequencies. This study found that preservice teachers predominantly adopt contemporary educational philosophies while exhibiting strong group work skills. As academic levels increase, there is a positive correlation between contemporary philosophy preferences and group work skills, with those in primary and language education showing the highest levels. Increased participation in group work enhances both philosophical beliefs and collaborative abilities, highlighting the importance of experiential learning in teacher training.

Keywords

Teacher candidates philosophical preferences group work skills philosophy of education

References

  • Akdağ, M. (2021). Bilimsel araştırmalarda istatistiksel analiz SPSS uygulamaları[Statistical analysis in scientific research SPSS applications]. Ankara: Nobel Yayınları
  • Alanoglu, M., Aslan, S., & Karabatak, S. (2022). Do teachers’ educational philosophies affect their digital literacy? The mediating effect of resistance to change. Education and Information Technologies, 27(3), 3447-3466. https://doi.org/10.1007/s10639-021-10753-3
  • Allen, K. C. (2012). Connecting research to teaching: Keys to successful group work: Culture, structure, nurture. The Mathematics Teacher, 106(4), 308-312. https://doi.org/10.5951/mathteacher.106.4.0308
  • Altman, D. G. &, Bland J. M. (1995). Statistics notes: the normal distribution, BMJ 310, 298.
  • Aslan, Ö. M. (2014). The effect of educational philosophy course in the view of preservice preschool teacher's philosophy preference and critical pedagogy. Electronic Journal of Social Sciences, 13(48), 1-14. https://doi.org/10.17755/esosder.73598
  • Aslan S., & Aybek, B. (2017). An investigation of educational philosophies adopted and critical thinking disposition in terms of various variables. Gaziantep University Journal of Social Sciences, 16(2), 373-385. https://doi.org/10.21547/jss.281737
  • Aytaç, A. (2020). The effect of pre-service teachers’ epistemological beliefs and educational philosophy tendency on teaching and learning conceptions (Unpublished doctoral dissertation). Balıkesir University, Balıkesir, Turkey.
  • Baines, E., Blatchford, P., & Chowne, A. (2007). Improving the Effectiveness of Collaborative Group Work in Primary Schools: Effects on Science Attainment. British Educational Research Journal, 33(5), 663–680. http://www.jstor.org/stable/30032779
  • Beatty, J. E., Leigh, J. S., & Dean, K. L. (2009). Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy. Journal of Management Education, 33(1), 99-114. https://journals.sagepub.com/doi/pdf/10.1177/1052562907310557
  • Beebe, S., & Masterson, J. (2015). Communicating in small groups: Principles and practices (11th ed.). Pearson Education, Inc
  • Bingöl, U., & Kinay, İ. (2018). An investigation of educational philosophies adopted by prospective Turkish teachers in terms of various variables (A case study of Ziya Gökalp Faculty of Education). Electronic Journal of Social Sciences, 17(68), 1636-1647. https://dergipark.org.tr/en/download/article-file/550315
  • Burdett, J. (2003). Making groups work: University students’ perceptions. International Education Journal, 4(3), 177-191.
  • Burgess A, McGregor D, Mellis C. (2014). Applying established guidelines to team-based learning programs in medical schools: A systematic review. Academic Medicine 89(4), 678–88. https://doi.org/10.1097/ACM.0000000000000162
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı[Handbook of data analysis for social sciences]. Ankara: Pegem Akademi.
  • Carr, D. (2005). Making sense of education: An introduction to the philosophy and theory of education and teaching. Routledge.
  • Cevizci, A. (2015). Eğitim Felsefesi [Philosophy of education]. İstanbul: Say Yayınları
  • Chan KW & Elliott RG (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and teacher education, 20(8), 817-831. https://doi.org/10.1016/j.tate.2004.09.002
  • Chan, R., & Pheng, S. (2018). University students’ attitudes towards group work. Cambodian Review of EFL Research, 1, 53-68. https://doi.org/10.13140/RG.2.2.11699.86565
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. (8th Ed.) New York: Routledge
  • Conti, G. J. (2007). Identifying Your Educational Philosophy: Development of the Philosophies Held by Instructors of Lifelong-Learners (PHIL). Journal of adult education, 36(1), 19-35. https://eric.ed.gov/?id=EJ891062
  • Coşkun, S., & Taneri, P. O. (2021). Evaluation of prospective teachers’ educational approaches within the framework of educational philosophies. Dört Öge, 19, 29-48. http://dergipark.gov.tr/dortoge
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (4th ed). Pearson, Boston.
  • Cumming, J., Woodcock, C., Cooley, S. J., Holland, M. J. G., and Burns, V. E. (2014). Development and validation of the groupwork skills questionnaire (GSQ) for higher education. Assessment and Evaluation in Higher Education, 40(7), 988- 1001. https://doi.org/10.1080/02602938.2014.957642
  • Çelikten, S. & Kinay, İ. (2020). Investigation of prospective teachers’ belief toward authentic assessment and groupwork skills. Malaysian Online Journal Of Educational Sciences, 8(3), 14-23, https://jice.um.edu.my/index.php/MOJES/article/view/24641
  • Çetin, B. İlhan, M.Arslan, S. (2012). An investigation of educational phisolophies adopted by prospective teachers in terms of various variables. The Journal of Academic Social Science Studies, 5(5), 149-170. http://dx.doi.org/10.9761/jasss_134
  • Doğanay, A. (2011). The effect of pre-service teacher education on the educational philosophies of prospective teachers. Education and Science, 36(161), 332-348. https://doi.org/10.15390/ES.2011.972
  • Eğmir, E. (2019). Analysis of The studies regarding educational beliefs: an investigation on teachers and prospective teachers. PESA International Journal of Social Studies, 5(3), 264-278. https://doi.org/10.25272/j.2149-8385.2019.5.3.05
  • Elliott, A. C, Woodward, W. A. (2007) Statistical analysis quick reference guidebook with SPSS examples. (1. ed.). London: Sage Publications.
  • Ellis, A. K. (2015). Eğitim programı modelleri [Curriculum models]. A. Arı (Trans eds) (1. Edit.). Eğitim Yayınevi.
  • Erbil, D. G. (2020). A review of flipped classroom and cooperative learning method within the context of Vygotsky theory. Frontiers in psychology, 11, 1157, 1-9. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01157/full
  • Erdem, A. R. (2011). Philosophy of teaching training programmes in education faculties. Pamukkale University Journal of Social Sciences Institute, (9), 89-97. https://dergipark.org.tr/en/download/article-file/411182
  • Gottschall, H., & García-Bayonas, M. (2008). Student attitudes towards group work among undergraduates in business administration, education and mathematics. Educational Research Quarterly, 32(1), 3.
  • Görmez, S. (2015). Determination and examination of the educational philosophies of teacher candidates and teachers in terms of the educational environment (Unpublished master’s thesis). Gazi University, Ankara, Turkey.
  • Greenop, K. (2007). Students’ perceptions of efficacy and preference for two lecture formats. South African Journal of Psychology, 37(2), 361-367. http://dx.doi.org/10.1177/008124630703700212
  • İlhan, M., Çetin, B., & Arslan, S. (2012). An investigation of educational philosophies adopted by preservice teachers in terms of various variables. The Journal of Academic Social Science Studies, 5(5), 149-170. http://dx.doi.org/10.9761/jasss_134
  • İnce, M., & Yıkmış, G. (2021). The views of special education teacher candidates on the educational philosophy course. Bolu Abant Izzet Baysal University Journal of Faculty of Education (BAIBUEFD), 21(1), 334-347. https://dx.doi.org/10.17240/aibuefd.2021.21.60703-813698
  • Korum, U. (1985). Matematiksel istatistiğe giriş [Introduction to mathematical statistics]. Ankara: Ankara Üniversitesi Siyasal Bilgiler Fakültesi Yayınları.
  • Kıngır, S., Çallı, D. S., & Çağatay, O. (2021). An investigation on group work skills of undergraduate tourism students. Journal of Turkish Tourism Research, 5(1), 486-505. https://www.ceeol.com/search/article-detail?id=938968
  • Kumral, O. (2015). Student teachers’ philosophy of education: Case of Pamukkale University Faculty of Education. HAYEF Journal of Education, 12(2), 59-68. https://dergipark.org.tr/en/pub/iuhayefd/issue/8803/110054
  • Isaac, M. L. (2012). “I Hate Group Work!” Social Loafers, Indignant Peers, and the Drama of the Classroom. The English Journal, 101(4), 83–89. http://www.jstor.org/stable/41415478
  • Jackson, D., Sibson, R., & Riebe, L. (2014). Undergraduate perceptions of the development of team-working skills. Education+ Training, 56(1), 7-20. https://www.emerald.com/insight/content/doi/10.1108/ET-01-2013-0002/full/pdf
  • Johnson, D. W., & Johnson, R. T. (2017). The use of cooperative procedures in teacher education and professional development. Journal of Education for Teaching, 43(3), 284–295. https://doi.org/10.1080/02607476.2017.1328023
  • Johnson, D. W., & Johnson, R. T. (1984). Structuring groups for cooperative learning. Organizational Behavior Teaching Review, 9(4), 8-17. https://doi.org/10.1177/105256298400900
  • Johnson, D. W., Johnson, R. T., & Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19, 15-29. https://doi.org/10.1007/s10648-006-9038-8
  • Liu, C. H., & Matthews, R. (2005). Vygotsky's Philosophy: Constructivism and Its Criticisms Examined. International education journal, 6(3), 386-399. https://files.eric.ed.gov/fulltext/EJ854992.pdf
  • Main, K. (2010). Teamwork: Teach me, teach me not: A case study of three Australian preservice teachers. The Australian Educational Researcher, 37(3), 77-93. https://doi.org/10.1007/BF03216931
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There are 64 citations in total.

Details

Primary Language English
Subjects Curriculum Development in Education
Journal Section Research Article
Authors

İsmail Kinay 0000-0001-8963-8411

Sedef Süer Baytak 0000-0002-1833-9286

Tuncay Ardıç 0000-0002-8086-7338

Submission Date May 8, 2025
Acceptance Date September 14, 2025
Publication Date December 22, 2025
Published in Issue Year 2025 Volume: 14 Issue: 4

Cite

APA Kinay, İ., Süer Baytak, S., & Ardıç, T. (2025). The Relationship between Preservice Teachers’ Educational Philosophy Preferences and Their Group Work Skills. Cumhuriyet Uluslararası Eğitim Dergisi, 14(4), 997-1017. https://doi.org/10.30703/cije.1694739

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