Design-Based Self-Study; Is One’s Philosophy of Education Fixed?/ Tasarım Temelli Öz Araştırması: Eğitim Felsefesi Sabit midir?

Educational philosophies pertain to teachers’ perceptions, beliefs, and values about teaching learning. They are reference points for instructional effectiveness. In this study, I examined my own case manage a dissatisfying incongruence between educational practices. For purpose, employed self-study methodology with design-based research methods analyzed instances which reflected divergence from dominant via thematic analysis. realized that applied different at stages of the class. syllabus design, traditional meet departmental expectations. However, taught class mostly Progressivism Reconstructionism pre-service professional development. The fact could not reflect satisfactorily created an dissatisfaction; therefore, made changes throughout it. Initially realizing perceptions teaching, by Existentialism broaden their perspective. participation was low assess internalization content, adopted Progressivism. As teachers language class, also recognized beliefs This realization led me examine context study. long time, Turkish education system characteristics Perennialism Essentialism. It is only recently adopted. context, Existential Reconstructionist would be effective, diverted Essentialism, Progressivism, Reconstructionism. Therefore, teach students’ learning habits, development, workforce demands. On last weeks, Existentialist Progressivist principles were vivid in because value training autonomous, well-educated, critical thinkers. as ideally do course design well stakeholders, yet met objectives.