Bu araştırmanın amacı; ilköğretim öğretmenlerinin yapılandırmacı yaklaşımı uygulamaya yönelik öz yeterlik algılarını ve tutumlarını belirlemek ve ilköğretim öğretmenlerinin yapılandırmacı yaklaşıma ilişkin öz yeterlik algıları ile tutumları arasındaki ilişkiyi ortaya koymaktır. Ayrıca araştırma ile ilköğretim öğretmenlerinin, görev yaptıkları yerleşim birimi ile yapılandırmacı yaklaşıma yönelik öz yeterlik algıları ve tutumları arasındaki ilişki belirlenmeye çalışılmıştır. Tarama modelindeki bu araştırma 2011-2012 eğitim-öğretim yılında Kırklareli'de görev yapan 609 gönüllü ilköğretim öğretmeni ile gerçekleştirilmiştir. Verilerin analizi sırasında Aritmetik Ortalama, Standart Sapma, MANOVA, Tukey Testi, Korelasyon gibi istatistiksel analiz teknikleri kullanılmıştır. İlköğretim öğretmenlerinin yapılandırmacı yaklaşımı uygulamaya yönelik öz yeterlik algılarının, görev yapılan yerleşim birimine göre anlamlı düzeyde değiştiği tespit edilmiştir. İlköğretim öğretmenlerinin yapılandırmacı yaklaşımı uygulamaya yönelik tutumlarının, görev yapılan yerleşim birimine göre anlamlı düzeyde değişmediği tespit edilmiştir. Ayrıca ilköğretim öğretmenlerinin yapılandırmacı yaklaşıma yönelik öz yeterlik algıları ile tutumları arasında orta düzeyde, pozitif ve anlamlı bir ilişki olduğu tespit edilmiştir.

The aim of this paper is to determine prospective teachers' personal characteristics to multicultural education. It is also aimed to reveal whether there are meaningful differences in prospective teachers' personal characteristics to multicultural education according to their genders, age and number of siblings. The descriptive model was chosen to analyze in this paper. Likewise quantitative data was collected. The participants of the paper are 308 (220 female and 88 male) prospective teachers studying at Kırklareli University pedagogical formation certificate training program in the 2015-2016 academic year. The data collected by using the Turkish version of "Multicultural Personality Questionnaire". The data of this research were analyzed by SPSS 17. During the analysis of data arithmetic mean, standard deviation, t-test, the analysis of one way variance (ANOVA) and LSD test were used. According to these results prospective teachers' scores of "Multicultural Personality Questionnaire" has been found to be high. "Multicultural Personality Questionnaire" sub-dimensions were examined. Prospective teachers' multicultural personality has been highest in "cultural empathy" sub-dimensions and prospective teachers' multicultural personality has been lowest in "flexibility" sub-dimensions. Meaningful differences were found in favor of female prospective teachers toward "cultural empathy" and "emotional balance" sub-dimensions of the questionnaire. Meaningful differences was found in "Multicultural Personality Questionnaire" according to prospective teachers' ages but no meaningful differences was found in "Multicultural Personality Questionnaire" according to prospective teachers' number of siblings.

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The purpose of this research is to determine the level of teacher candidates' lifelong learning competence and basic motivation resources and to examine the lifelong learning competence and basic motivation of teacher candidates in terms of some variables (gender and to be a university student or not). For this purpose, a quantitative study was designed. The research was conducted with 382 teacher candidates being educated in the pedagogical formation program at Trakya University. In this research, "Key Competences for Lifelong Learning Scale" and "Basic Motivation Resources Scale" were used as tools for measurement. As a result of the analyses, it was determined that the basic motivation resources of teacher candidates in all of the dimensions of the scale and lifelong learning competence of teacher candidates except from "communicative competence at a foreign language/s" sub-dimension of the scale are above average. In terms of gender variables, significant difference was found in the "communicative competence at a foreign language/s" sub-dimension of "Key Competences for Lifelong Learning Scale" in favor of male teacher candidates and, on the other hand, significant differences were found in the "the competence of learning to learn" and "the competence of cultural awareness and expression" sub-dimension of "Key Competences for Lifelong Learning Scale" in favor of female teacher candidates. The lifelong learning concept [15], which is used to describe the activities that people perform throughout their lives in order to develop their knowledge, skills, and competencies in a given area due to personal, social, or employment-related reasons, is seen as a process starting in the beginning of the pre-school and continuing throughout the compulsory education and teaching periods [16]. From this point of view, lifelong learning, which is seen as a continuous process [17], can be described as a set of learning activities aimed at improving the knowledge, skills, and competence of an individual [18]. Indeed, as pointed out by Kulich [19], the lifelong learning which can also be defined as giving education to the individuals throughout their lives, precisely means that education exists within all phases of the life cycle, in other words, throughout one's whole life [15].The content of the concept of lifelong learning leads to the actualization of learning as a sustainable process, since learning never stops for humans, according to lifelong learning. The development of new ideas is indicated by Dash and Mohan [20]. Catching this development makes continuous learning to be essential, namely it obliges the individual to learn throughout life. Ryan and Deci [21] report that the individual should maintain lifelong learning with inner motivation, not pressure or award for sustainable lifelong learning. It is also stated by Hargreaves and Fink [6] that education has an important place for the renewal of human beings and that the most important difference distinguishing the living beings from non-living beings is the self-sust...

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