Educational Ideologies in Transition: Analyzing Teachers’ Shifting Perspectives through Structured Reflection

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dc.authoridKiraz, Ercan / 0000-0002-6007-6205
dc.authoridYılmaz Yıldız, Seval Bircan / 0000-0002-6828-165X
dc.contributor.authorKiraz, Ercan
dc.contributor.authorYılmaz Yıldız, Seval Bircan
dc.date.accessioned2025-05-29T02:54:06Z
dc.date.available2025-05-29T02:54:06Z
dc.date.issued2025
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.descriptionThis article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/).
dc.description.abstractThis study investigates the ideological orientations of teachers and the potential transformation of these orientations over 14 weeks, focusing specifically on their conceptualizations of educational ideologies within conservative and liberal frameworks. The research employs an inventory-based assessment to capture participants’ ideological stances. Initial findings revealed participants’ tendency to associate ideological labels with political dualities, reflecting simplified views on educational ideologies. Throughout the study’s second phase, participants engaged in critical reading assignments and reflective discussions designed to expand their awareness and understanding of various educational ideological paradigms. Findings indicate a notable shift in ideological positioning, primarily driven by exposure to foundational texts and structured reflection sessions. In the final phase, participants re-took the initial inventory, allowing for a direct comparison of ideological stances. The comparative analysis demonstrated subtle yet significant shifts, particularly regarding participants’ views on the interrelations between educational ideology, social equity, and the intellectual demands of modern pedagogy. This study underscores the transformative potential of immersive engagement with diverse ideological perspectives, highlighting the need for professional development models that prioritize reflective dialogue and critical exploration of ideological content.
dc.identifier.doi10.12973/eu-jer.14.2.365
dc.identifier.endpage380
dc.identifier.issn2165-8714
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85218135209
dc.identifier.scopusqualityQ2
dc.identifier.startpage365
dc.identifier.urihttps://doi.org/10.12973/eu-jer.14.2.365
dc.identifier.urihttps://hdl.handle.net/20.500.12428/29940
dc.identifier.volume14
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherEurasian Society of Educational Research
dc.relation.ispartofEuropean Journal of Educational Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_Scopus_20250529
dc.subjectEducational ideologies
dc.subjectprofessional development
dc.subjectteacher education
dc.titleEducational Ideologies in Transition: Analyzing Teachers’ Shifting Perspectives through Structured Reflection
dc.typeArticle

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