Educational Ideologies in Transition
Analyzing Teachers’ Shifting Perspectives through Structured Reflection
Bibliographic Data
| ID | 6005690 |
|---|---|
| Authors | Ercan Kiraz (0000-0002-6007-6205, Çanakkale Onsekiz Mart Üniversitesi), Seval Bircan Yılmaz Yıldız (0000-0002-6828-165X, Çanakkale Onsekiz Mart Üniversitesi) |
| Year | 2025 |
| Volume | 14 |
| Issue | 2 |
| Pages | 365-380 |
| Publication date | 2025-01-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 1474-9041 • E-ISSN: 2165-8714 |
| Publisher | Eurasian Society of Educational Research (PUBLISHER • NL) |
| DOI | 10.12973/eu-jer.14.2.365 |
| OpenAlex | W4406995246 |
| Language | EN |
| References cited | 15 |
This 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
Critical reflection · Epistemology · Equity (law · Ideology · Pedagogy · Political science · Politics · Sociology · Transformative learning · Educator Training and Historical Pedagogy · Service-Learning and Community Engagement · Teacher Education and Leadership Studies
Discourse Analysis
The Routledge Handbook of Language and Culture
The role of flexibility in enabling transformational social change
The Place of Philosophy in the Training of Teachers
Anthropology as Cultural Critique
Education and the Curious Case of Conservative Compromise
Values Added
The Examination of the Decline of Philosophy of Education with Institutional Theory
Constructing 21st-Century Teacher Education
| Citation velocity | historical |
|---|---|
| Highly cited | No |