THE RELATIONSHIP BETWEEN EPISTEMOLOGICAL BELIEFS, CURRICULUM DESIGN ORIENTATIONS AND TEACHING STYLES OF PRE-SERVICE ENGLISH TEACHERS

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The aim of this study is to investigate the relationship between epistemological beliefs, curriculum design orientations preferences and teaching styles of pre-service English teachers. In various studies, it was attempted to explain how to achieve the intended academic achievement or the reason why it was not at the target level. In this study, with examining the variables to be focused on during pre-service education (belief, preference, style), it is aimed to investigate the roles of the related variables and to contribute to the increase of the success in teaching English. The population of the research was 472 (350 female, 122 male) pre-service English teachers at senior year from various universities in Turkey in 2017-2018 academic year, fall term. In the study, data related to pre-service English teachers’ epistemological beliefs, curriculum design orientations preferences and teaching styles were collected through Domain-Specific Epistemological Beliefs Questionnaire developed by Eren (2006), Curriculum Design Orientations Preference Scale for Teachers developed by Baş (2013) and Teaching Styles Inventory developed by Grasha (1996), adapted to Turkish by Üredi (2006) respectively. Survey research method and explanatory correlational design were implemented. According to the findings of the study, it was found that pre-service English teachers had sophisticated epistemological beliefs and their most preferred curriculum design orientations were student and problem centered curriculum design orientations, the least prefferred ones were subject-centered curriculum design orientations. In addition, it was concluded that pre-service English teachers adopted facilitator/personal model/expert and delegator/facilitator/expert teaching styles, which are categorized as student centered teaching styles.

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English teacher candidates , epistemological beliefs , curriculum design orientations , teaching styles

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi