In this research, it was aimed to investigate educational philosophies adopted by preservice teachers in terms of various variables. Survey method was used in the study with this aim. The working group of the research composes of 310 preservice teachers from Primary Education Department of Atatürk Faculty of Education of Marmara University in the spring semester of 2011-2012 academic year. “Philosophy Preference Assessment Scale” developed by researchers has been used in the research as data collection tool. The obtained data were analyzed by means of SPSS 17.0 package program. Research findings showed that, preservice teachers adopted traditional educational philosophies consisting of perennialism and essentialism more than contemporary educational philosophies consisting of progressivism and reconstructionism. As a result of this research, it was determined that, gender is not an effective variable on educational philosophies adopted by student teachers. It was found that, class and department variables have a statistically significant effect on the level of student teachers’ adoption of traditional and contemporary educational philosophies. Results were discussed in the light of the literature.
Educational Phisolophies, student teachers, gender, class, department