Teachers’ conceptions towards teaching-learning affect the quality of learning in a classroom setting. Teaching and learning conception of a teacher determines planning learning-teaching process, selecting teaching strategy, method and technique, determining measurement and evaluation approach, communication in the classroom and classroom management effectively. Teachers, in general, may have two different teaching and learning conception called traditional and constructive. With this study, we investigated teaching-learning conceptions of prospective teachers enrolled at pedagogical formation course based on gender, educational status and department they graduated. Survey method was and 864 prospective teachers enrolled at pedagogical formation course were included in this study. Data were collected by using Teaching and Learning Conceptions Questionnaire developed by Chan and Elliot (2004) and adapted into Turkish by Aypay (2011). It is a five-point Likert-type scale. The scale items were ranged from strongly agree through strongly disagree. The scale included two sub-scales named traditional and constructive conception. Cronbach Alpha reliability coefficient of the scale as a whole was measured to be .71 and was measured to be .88 and .83 for the subscales respectively. Data were analyzed by using SPSS program. Independent groups t test, One way ANOVA, Levene test, Mann Whitney U, and Kruskal Wallis H tests were used to analyze the data. Study results revealed that prospective teachers’ views differed significantly in terms of several variables.
Teaching Approach, Learning Approach, Constructivist Conception, Prospective Teacher