Analyzing Pre-service Teachers’ Educational Philosophy Preferences, Curriculum Design Orientation, and Epistemological Beliefs with Structural Equation Model

The purpose of this study is to examine the partial mediating effect epistemological beliefs in correlation between preferences towards educational philosophy and curriculum design approach pre-service teachers. For purpose, teachers’ preferences, orientation, have been analyzed, a model has developed. Three different instruments implemented randomly chosen 568 teachers several departments Necatibey Faculty Education Balıkesir University Turkey. In analyzing process, first, measurement developed, compatibility with real data tested, second, Pearson coefficients calculated, levels defined, third, t values calculated for direct preference philosophies orientation preference, at last, added model, moderating role on them calculated. Based findings, it can be concluded that from perspective; there positive widely accepted philosophies, orientations effort contemporary philosophies. line that, belief effort, student-oriented problem-oriented design. Besides (P=.14) (P=.18) separate (CIs = - .029 ~ .588) do not preferences.