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An Investigation of the Effects of Out-of-School Learning Environments-Based Teaching on Pedagogical Belief Systems and Practices

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Listed:
  • MenÅŸure Alkış Küçükaydın
  • Ersin Çopur
  • Metin Altunkaynak
  • Bekir Yıldız
  • Mustafa TürkmenoÄŸlu
  • Hakan Ulum
  • Ömer Gökhan Ulum

Abstract

In out-of-school-learning (OSL) environments, individuals are exposed to tasks that are not excessively difficult, and as a result, they gain experience rather than knowledge. Through the experiences that will be provided to teacher candidates, this situation can affect their pedagogical beliefs and attitudes toward classroom practices. This study investigated the impact of experiencing learner-centered processes in OSL environments on teacher candidates’ pedagogical beliefs and classroom practices attitudes. According to the findings, while teaching in OSL environments led to a change in the pedagogical beliefs of teacher candidates, it did not result in a significant shift in their attitudes toward classroom practices. In the context of research conducted on teacher candidates, it is beneficial to explore the mediating elements that may influence the relation between belief and practice. This approach may contribute to a more thorough understanding of the subject matter.

Suggested Citation

  • MenÅŸure Alkış Küçükaydın & Ersin Çopur & Metin Altunkaynak & Bekir Yıldız & Mustafa TürkmenoÄŸlu & Hakan Ulum & Ömer Gökhan Ulum, 2024. "An Investigation of the Effects of Out-of-School Learning Environments-Based Teaching on Pedagogical Belief Systems and Practices," SAGE Open, , vol. 14(1), pages 21582440241, February.
    • Handle: RePEc:sae:sagope:v:14:y:2024:i:1:p:21582440241229255
    DOI: 10.1177/21582440241229255
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    References listed on IDEAS

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    1. Till Schmäing & Norbert Grotjohann, 2022. "Out-of-School Learning in the Wadden Sea: The Influence of a Mudflat Hiking Tour on the Environmental Attitudes and Environmental Knowledge of Secondary School Students," IJERPH, MDPI, vol. 20(1), pages 1-14, December.
    2. Vosniadou, Stella, 2020. "Bridging Secondary and Higher Education. The Importance of Self-regulated Learning," European Review, Cambridge University Press, vol. 28(S1), pages 94-103, August.
    3. Mustafa Cansiz & Nurcan Cansiz, 2019. "How Do Sources of Self-Efficacy Predict Preservice Teachers’ Beliefs Related to Constructivist and Traditional Approaches to Teaching and Learning?," SAGE Open, , vol. 9(4), pages 21582440198, October.
    4. Angeliki Mavropoulou & Vassilis Barkoukis & Styliani Douka & Konstantinos Alexandris & Dimitris Hatzimanouil, 2019. "The role of autonomy supportive activities on students’ motivation and beliefs toward out-of-school activities," The Journal of Educational Research, Taylor & Francis Journals, vol. 112(2), pages 223-233, March.
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