The Relationship Between Preschool Teachers' Educational Philosophy Tendencies and Higher Level Thinking Skills-Reference-Cited by-同舟云学术

The Relationship Between Preschool Teachers' Educational Philosophy Tendencies and Higher Level Thinking Skills

Published:2022-09-26 Issue: Volume: Page:
ISSN:1307-4474
Container-title:Ege Eğitim Dergisi
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Author:

KURT Şerife Hülya¹

Affiliation:

1. Tarsus Üniversitesi

Abstract

In this study, it is aimed to examine the relationships between the educational philosophy tendencies of preschool teachers and their higher-order thinking skills. For this purpose, the relational survey model was used as a method in the research. In order to make the necessary measurements in the research, Educational Philosophy Tendency Scale, Marmara Critical Thinking Disposition Scale and Marmara Creative Thinking Tendency Scale were used. In the study, data were collected from 213 teachers working as pre-school teachers in Mersin. IBM SPSS Statistics 22.0 software package was used for the analysis of the study data. In the study, apart from reliability, linearity and normality analysis, Pearson Correlation Analysis and Regression analysis were performed in line with the purpose of the study. As a result of the correlation analysis, a significant relationship was found between preschool teachers' educational philosophy tendencies and higher-order thinking skills. In the research, it was concluded that progressive and reconstructive educational philosophy tendencies were related to higher-order thinking skills. In addition, as a result of the regression analysis, it was determined that progressive and reconstructive understanding, which is one of the educational philosophy tendencies of teachers, is a significant predictor of high-level thinking skills. The results of the study were discussed within the scope of the relevant literature.

Publisher

Ege Egitim Dergisi

Subject

Industrial and Manufacturing Engineering,Materials Science (miscellaneous),Business and International Management

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