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This study examines Turkish pre-service Information and Communication Technologies teachers’ educational philosophies and occupational anxieties. A total of 800 pre-service teachers participated in the study. Results showed that the predominant educational philosophies among the participants were the existentialism, progressivism, reconstructionism, and perennialism, respectively. Essentialism was the least preferred educational philosophy. In addition, the majority of pre-service teachers expressed a strong belief in both existentialism (95.6%) and progressivism (95.5%). The participants reported low levels of occupational anxiety. Pearson correlations showed very weak or no relationship between the educational philosophies and occupational anxieties. Implications are discussed.
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- The relationship between Turkish pre-service ICT teachers’ educational philosophies and occupational anxieties
- Springer Netherlands
- Educational Research for Policy and Practice
Print ISSN: 1570-2081
Elektronische ISSN: 1573-1723
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