Abstract

The purpose of this research is to analyze the relationship between prospective teachers’ educational philosophies and their teaching-learning approaches. The research is a correlational study and a survey model. The working group of the research consists of 328 prospective teachers who received pedagogical formation at Balıkesir University/Turkey in 2013-2014 summer semester. Data were collected through “Detection Scale of Educational Philosophy” and “Scale of Teaching and Learning Approaches”. Arithmetic mean, t-test and Pearson moment correlation coefficient were used as statistical analysis. It is concluded in the research that prospective teachers mostly adopt progressivism and re-constructionism philosophies and corresponding constructivist learning approach. Obtained findings demonstrate that with respect to essentialism philosophy and corresponding traditional adoption levels, there was a significant difference in favor of male and female prospective teachers. According to the research results, there is a positive relationship between educational philosophy and teaching-learning approach. Prospective teachers who adopt perennialism and essentialism philosophy mostly use traditional approach whereas prospective teachers who adopt progressivism and re-constructionism philosophies mostly use constructivist learning approach.

Key words: Educational philosophy, teaching-learning approach, perennialism, essentialism, progressivism, re-constructionism, prospective teachers