The Relationship between Preservice Teachers’ Educational Philosophy Preferences and Their Group Work Skills

İsmail Kinay; Sedef Süer Baytak; Tuncay Ardıç

doi:10.30703/cije.1694739

TR EN

Öğretmen Adaylarının Benimsedikleri Eğitim Felsefeleri ile Grup Çalışma Becerileri Arasındaki İlişki

Öz

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.

Anahtar Kelimeler

The Relationship between Preservice Teachers’ Educational Philosophy Preferences and Their Group Work Skills

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

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitimde Program Geliştirme

Bölüm

Araştırma Makalesi

Yazarlar

İsmail Kinay
0000-0001-8963-8411
Türkiye

Sedef Süer Baytak
0000-0002-1833-9286
Türkiye

Tuncay Ardıç ^*
0000-0002-8086-7338
Türkiye

Yayımlanma Tarihi

22 Aralık 2025

Gönderilme Tarihi

8 Mayıs 2025

Kabul Tarihi

14 Eylül 2025

Yayımlandığı Sayı

Yıl 2025 Cilt: 14 Sayı: 4

DOI

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

IZ

https://izlik.org/JA52EF68XS

Kaynak Göster

RIS / Bibtex

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