 An Investigation of the Effects of Out-of-School Learning Environments-Based Teaching on Pedagogical Belief Systems and PracticesMenşure Alkış Küçükaydın, Ersin Çopur, Metin Altunkaynak, Bekir Yıldız, Mustafa Türkmenoğlu, Hakan Ulum and Ömer Gökhan Ulum SAGE Open, 2024, vol. 14, issue 1, 21582440241229255 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. Keywords: metaphor; in-class implementations; out-of-school learning; pedagogical beliefs; teacher education; classroom practice (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:14:y:2024:i:1:p:21582440241229255 DOI: 10.1177/21582440241229255 Access Statistics for this article More articles in SAGE Open |
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