For many years, studies related to teaching and learning conceptions have been conducted. It is accepted that traditional and constructivist teaching-learning conceptions are contrary to each other. When these studies are examined, it is seen that while traditional approach is teacher-centered, contructivist approach is student-centered. This research is a descriptive study aiming at revealing the present situation, as well. In the research, primary school teachers’ teaching-learning conceptions were evaluated with regards to gender, seniority, and higher education institute which teachers graduated. It was conducted with 325 primary school teachers working in İzmir, Bornova District, and in the year of 2013-2014. The data were gathered with a part of “Teaching and Learning Conceptions Questionnaire” developed by Chan and Elliot (2004). The used part of the questionnaire was adapted in Turkish by Aypay (2011). For the data analysis, t-test and ANOVA statatistical methods were applied. According to the results of the study, it is stated that primary school teachers’ preferred constructivist approach to traditional approach and teaching-learning conceptions did not differentiate in terms of gender, seniority, and higher education institute which teachers graduated, significantly. This research was conducted with quantitative data gathering tools. In the future studies, qualitative data gathering tools can be used, too. Teaching profession is a speciality field required persistent development so the importance of emphasis on teaching and learning conceptions emerges. For teachers’ having the equipment necessities of the time, they should be educated with the subject of teaching-learning conceptions and technology for effective using of these conceptions via in-service training.
Teaching Approaches, Learning Approaches, Constructivist Conception, Traditional Conception, Teachin