The aim of this study is to evaluate the relationship between pre-service teachers' preprofessional identity perceptions and epistemological beliefs. For this purpose, 1398 pre-service teachers studying at MCBÜ Faculty of Education in the Spring Semester of 2024-2025 Academic Year were identified and 227 pre-service teachers were included in the study group with voluntary participation. The 227 pre-service teachers in the study group met the number of participants required for a 5% margin of error and 90% confidence level in the context of the study population consisting of 1398 pre-service teachers. For the data needed in the study, a personal information form was used in the first part. Through the personal information form, data were collected about the gender of the participants and the undergraduate program they were enrolled in. For the data needed in the study, a personal information form was used in the first part. Through the personal information form, data were collected about the gender of the participants and the undergraduate program they were enrolled in. In the second part, “Epistemological Beliefs Scale” (Akçay, Gezer & Akçay, 2016) was used as a 5-point Likert Rating Scale and in the third part, “Early Teacher Identity Measure” (Arpacı & Bardakçı, 2015) was used as a 5-point Likert Rating Scale. After the collected data were transferred to the computer environment, the data analysis process was started with the SPSS25 package program. The results of the study showed that there was a low level positive relationship between pre-service teachers' epistemological beliefs and their pre-professional teacher identities.
Yıldırım et al. (Sun,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: