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Teacher Candidates’ Experiences in Using Story-writing Technique to Learn Educational Philosophies: a Turkey Sample

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Abstract

Since the participant teacher candidates did not find the philosophy of education course fun and preferred using stories, this study was designed as action research. In this study, 51 teacher candidates were asked to write individual or group stories about the educational philosophies of perennialism, essentialism, progressivism, and reconstructionism. The study results revealed that they were more inclined to adopt reconstructionism and progressive educational philosophies than perennialism and essentialism. Like their tendencies, all the participants wrote compelling stories about the given educational philosophies. According to their opinions at the end of the term, it was concluded that writing a story improved permanent learning, creativity, and imagination. Similarly, story-writing helped them learn educational philosophies quickly and contributed to their perspectives on educational philosophies.

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Data Availability

A part of dataset generated during the current study are available in the attach files [external item] repository, (https://docs.google.com/forms/d/1sKtaxcy5Xh-UsNLytWl5jyamKMmcAbB-yaay8A6rB7M/edit#responses).

A part of dataset generated during the current study are available in the attach files [external item] repository, (https://www.mentimeter.com/app/presentation/a60ea6989d229d0831cb8894789273ee/7be7d0beb23f/edit).

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Authors and Affiliations

  1. Faculty of Education Primary Education Teaching Department, Hasan Kalyoncu University, Sahinbey, Gaziantep, Turkey

    Ozlem Uzumcu & Sakine Hakkoymaz

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  1. Ozlem Uzumcu
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Correspondence to Ozlem Uzumcu.

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Uzumcu, O., Hakkoymaz, S. Teacher Candidates’ Experiences in Using Story-writing Technique to Learn Educational Philosophies: a Turkey Sample. Syst Pract Action Res 36, 535–550 (2023). https://doi.org/10.1007/s11213-022-09618-8

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