REFLECTIONS OF TEACHING APPROACH-RELATED KNOWLEDGE, BELIEFS AND HABITS ON TEACHING PRACTICE

Abstract

The present study aims to investigate the reflections of student teachers' knowledge, beliefs, and habits about the teaching approach on their teaching practice. The student teachers cannot apply teaching approaches they know and believe both in their lesson scenarios and micro-teachings. This inconsistency observed between the knowledge, beliefs, and practice mostly stems from the old learning-teaching habits. Changing the system alone is not enough to throw off the old habits. We can only "assume" that the radical changes taking place in teacher training programs or education system are adopted by the teachers even if they do not change the knowledge base, beliefs and more importantly applications of the actors responsible for implementing the changes.