Investigation of relationship between prospective teachers' learning beliefs and state of individual innovativeness

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dc.authorid0000-0001-8963-8411en_US
dc.authorid0000-00021833-9286en_US
dc.contributor.authorKinay, İsmail
dc.contributor.authorSuer, Sedef
dc.date.accessioned2021-07-02T08:13:30Z
dc.date.available2021-07-02T08:13:30Z
dc.date.issued2020en_US
dc.departmentDicle Üniversitesi, Ziya Gökalp Eğitim Fakültesi, Eğitim Bilimlerien_US
dc.description.abstractIndividual innovativeness is one of the most appreciated attributes of 21st-century skills which is needed in every field of daily life. Because of this appreciation, a lot of effort has been spent towards prompting individual innovativeness levels of both students and teachers in teaching and learning environments via innovative practices. Therefore, this study aimed to examine the relationship between prospective teachers' learning beliefs and their individual innovativeness state. In this study, the correlational survey method was used, and the sample of the study was comprised of 515 prospective teachers. The data of the study were collected via the 'Belief Scale towards Learning' and 'Individual Innovativeness Scale'. The data of this study were analysed using the SPSS program. Test of normality, descriptive statistics, correlational analysis and partial linear regression analysis were used to analyse the data. The results of the analysis showed that prospective teachers have a high level of constructivist and a moderate level of traditional learning beliefs while their individual innovativeness state was determined within the category of interrogators. In addition, prospective teachers' beliefs in constructivist learning were determined to be a significant predictor of their individual innovativeness state.en_US
dc.identifier.citationKinay, İ. ve Suer, S. (2020). Investigation of relationship between prospective teachers' learning beliefs and state of individual innovativeness. Cypriot Journal of Educational Sciences, 15(3), 604-618.en_US
dc.identifier.doi10.18844/cjes.v15i3.4642
dc.identifier.endpage618en_US
dc.identifier.issn1305-9076
dc.identifier.issn1305-905X
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85088273788
dc.identifier.scopusqualityN/A
dc.identifier.startpage604en_US
dc.identifier.urihttps://www.un-pub.eu/ojs/index.php/cjes/article/view/4642
dc.identifier.urihttps://hdl.handle.net/11468/7204
dc.identifier.volume15en_US
dc.indekslendigikaynakScopus
dc.institutionauthorKinay, İsmail
dc.institutionauthorSuer, Sedef
dc.language.isoenen_US
dc.publisherBirlesik Dunya Yenilik Arastirma ve Yayıncilik Merkezien_US
dc.relation.ispartofCypriot Journal of Educational Sciences
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectBeliefsen_US
dc.subjectConstructivist learningen_US
dc.subjectInnovativenessen_US
dc.subjectProspective teachersen_US
dc.titleInvestigation of relationship between prospective teachers' learning beliefs and state of individual innovativenessen_US
dc.titleInvestigation of relationship between prospective teachers' learning beliefs and state of individual innovativeness
dc.typeArticleen_US

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