The relationship between epistemological beliefs, curriculum design orientations and teaching styles of pre-service English teachers

The aim of this study is to investigate the relationship between epistemological beliefs, curriculum design orientations preferences and teaching styles of pre-service English teachers. The population of the research is 472 (350 female, 122 male) pre-service English teachers at senior year from various universities in Turkey in 2017-2018 academic year, fall term. In the study, data related to pre-service English teachers' epistemological beliefs, curriculum design orientations preferences and teaching styles were collected through Domain-Specific Epistemological Beliefs Questionnaire developed by Eren (2006), Curriculum Design Orientations Preference Scale for Teachers developed by Baş (2013) and Teaching Styles Inventory developed by Grasha (1996), adapted to Turkish by Üredi (2006) respectively. Survey research method and correlational research method were applied. The model fit of the factor structures of the scales was tested by confirmatory factor analysis (CFA). In the operation of CFA, chi-square fit test, Root Mean Square Error of Approximation (RMSEA), Non-normed Fit Index (NNFI) and Comparative Fit Index (CFI) were used. Effect sizes were analyzed by using d coefficient. Data were analyzed by using SPSS 23 and LISREL statistical programs. Additionally, statistical techniques, such as t-test, Pearson correlation analysis and Kruskal Wallis H test were applied. According to the findings of the study, it was found that pre-service English teachers had sophisticated epistemological beliefs and they preferred student and problem centered curriculum design orientations most, subject-centered curriculum design orientations least. In addition, it was concluded that pre-service English teachers adopted facilitator/personal model/expert and delegator/facilitator/expert teaching styles, which are categorized as student centered teaching styles. It was found that there was a significant relationship between "There is only a single truth" subdimension of epistemological beliefs and subject centered curriculum design orientations; on the other hand, there was a moderate positive relationship between "Learning depends on effort" subdimension of epistemological beliefs and student and problem centered curriculum design orientations. No significant difference was found between "Learning depends on effort" subdimension and teaching styles. However, there was a significant relationship between "There is only a single truth" subdimension and expert/formal authority teaching style. A significant relationship between teaching styles and curriculum design orientations preferences was found. It was also discovered that there was not a significant relationship between pre-service English teachers' epistemological beliefs and gender and the type of high school variables; whereas, it differed significantly according to their grade point averages. On the other hand, there was a significant relationship between pre-service English teachers' curriculum design orientation preferences and gender and type of high school variables. It was also found that there was no significant differences between teaching styles and gender, type of school and general point average variables. According to the results, some suggestions such as designing educational and instructional settings that are considered to contribute to the development of pre-service teachers' epistemological beliefs as well as to raise awareness about their teaching styles and curriculum design orientation preferences were made. Furthermore, in view of the fact that these variables are not constant and they are in dynamic structure, conducting a longitudinal research during a period including the time when the pre-service teachers would start their professions was also suggested in the study.