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Bridging classical wisdom and modern pedagogy: pre-service teachers' cognitive engagement with Kutadgu Bilig
Kürşad Çağrı Bozkırlı1, Emre Dağaşan1
1Department of Turkish and Social Sciences Education, Dede Korkut Faculty of Education, Kafkas University, Kars, Türkiye.
Frontiers in Psychology
|July 16, 2026
Summary
Pre-service teachers can connect Kutadgu Bilig couplets to educational concepts, but struggle with deeper pedagogical transfer. Teacher education needs to bridge cultural texts and modern pedagogical frameworks for effective knowledge application.
Area of Science:
- Education
- Teacher Training
- Cultural Studies
Background:
- Kutadgu Bilig, an 11th-century didactic text, offers potential pedagogical insights.
- Pre-service teachers' ability to connect classical wisdom with modern educational theories is underexplored.
- Bridging cultural heritage and contemporary pedagogy is crucial for effective teacher education.
Purpose of the Study:
- To investigate how pre-service Turkish language teachers interpret Kutadgu Bilig's pedagogical dimensions.
- To examine the association of selected Kutadgu Bilig couplets with contemporary educational concepts.
- To identify challenges in pedagogical transfer from a cultural text to modern teaching frameworks.
Main Methods:
- Qualitative case study design with 20 senior pre-service teachers.
- Structured mapping task using 15 couplets from Kutadgu Bilig.
- Deductive thematic analysis guided by Revised Bloom's Taxonomy and Shulman's Pedagogical Content Knowledge (PCK).
Main Results:
- Participants made pedagogical associations but faced difficulties in precise concept mapping.
- Challenges were observed in moving from concept recognition to deeper pedagogical transfer.
- Justifications revealed varied ability in linking culturally embedded messages with contemporary pedagogical frameworks.
Conclusions:
- Teacher education programs should enhance the interpretation and application of pedagogical knowledge across diverse contexts.
- Kutadgu Bilig can serve as a valuable resource for exploring pre-service teachers' cognitive-pedagogical engagement.
- Further research is needed to support pre-service teachers in applying cross-cultural pedagogical insights.
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