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2017, Cilt 7, Sayı 2, Sayfa(lar) 333-352
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DOI: 10.5961/jhes.2017.212
Exploration of Scholars’ Attributions of Instructional Barriers in the Context of Pedagogical-Epistemological Belief Systems
Yılmaz SOYSAL1, Hatice TANIK2
1İstanbul Aydın University, Faculty of Education, Department of of Primary Education, İstanbul, Turkey
2İstanbul Aydın University, Faculty of Education, Department of Special Education, İstanbul, Turkey
Keywords: Pedagogical belief systems, Instructional barriers, Theory of attribution, Academics, Learned helplessness

In this study, two academics’ who have been employed in a private university teaching barriers and accompanied attributional reasoning were examined in the context of their belief systems with regards to learning, teaching and knowledge. This study was conducted with a basic qualitative perspective. By means of qualitative data gathering and analysis, it was aimed at estimating how the relation between teaching barriers and attributional reasoning was influenced by pedagogical-epistemological belief systems of scholars. Qualitative data was collected through two different semi-structured interview protocols and gathered data was analyzed with an inductive and interpretivist manner. The scholars’ beliefs systems’ divergences (teacher-centered vs. learner-centered) allowed to explore the presumable relation of barrier-attribution in the context of pedagogical-epistemological belief systems. It was found out that the scholar who has adopted the more learner-centered modes of teaching favors more internally-oriented, controllable and non-stable attributional styles in illustrating her barrier-attribution relation. In contrast, it was also detected that the scholar who has held more teacher-centered teaching beliefs is liable to make attributions to overly external, non-controllable and stable factors in illuminating her barrier-attribution relation. Major outcomes of the study are evaluated by means of psychological (i.e., attribution theory) and instructional (pedagogical-epistemological beliefs) lenses and suggestions are offered in the context of higher education.

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