Examination of Primary School and Middle School Teachers’ Lifelong Learning Tendencies Based on Various Variables

Demir-Basaran, Semra; Sesli, Cigdem

doi:10.12973/eu-jer.8.3.729

Cited by 10 publications

(7 citation statements)

References 27 publications

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“…In conclusion, while service-learning can help STs to "transition more gracefully from college to work", and "prepare them to be more engaged citizens", a third major benefit -becoming lifelong learners -"does not happen automatically or easily" because it requires more "attention to both structure and faculty leadership" in order for teacher trainees to "be able to use throughout their lives the knowledge, critical abilities, and habits of mind acquired in their studies" (Eyler, 2009, p. 31). Given the low levels of lifelong learning tendencies among the teachers in Turkey, it becomes even more important to equip practicing teachers with key competences for lifelong learning such as digital skills, interpersonal skills, active citizenship, multilingualism and cultural awareness, so that they can act as role models, and help their prospective students to take control of their own learning and individual development (Demir-Basaran & Sesli, 2019). Besides developing their technology-based skills, the integration of digital platforms can even further enhance the quality of similar teaching practices, as they provide a smart meeting place for seeking solutions, overcoming barriers, and actively participating in the design of their own learning environments (Ballesteros-Regana, Siles-Rojas, Hervas-Gomez, & Diaz-Noguera, 2019).…”

Section: Discussionmentioning

confidence: 99%

The Impact of Service-Learning on EFL Teacher Candidates’ Academic and Personal Development

Şimşek¹

2020

EUROPEAN J ED RES

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Despite its well-documented benefits for training a wide range of professionals, including teacher candidates in almost all content areas, the incorporation of service-learning into foreign language teacher education is relatively new, and most research only dealt with narrative accounts of non-work-related charitable activities. Consequently, this study sought to investigate the impact of the 20-hour peer-tutoring project on the teaching beliefs, community service attitudes, personal and professional development of 14 Turkish EFL teacher candidates. A comparison between their pre-and post-service metaphors revealed a conceptual shift not only in their teaching perspectives from the behaviorist to constructivist paradigm for knowledge acquisition, but also in their community partnership approaches from the unidirectional to reciprocal pattern of altruism towards their tutees. The classification of their written reflections into six types of significant learning demonstrated that despite a relatively greater focus on expressing their foundational knowledge and application practices, a more balanced distribution of learning gains was achieved between the two overarching spheres of academic learning and personal growth, when coursework engagement and multimodal reflections were co-implemented. They reported developing effective teacher dispositions, interpersonal skills and social responsibility, valued intrinsic rewards for their contributions to the youth well-being, and also appreciated the informal professional learning opportunities the peer-tutoring service offered, though without establishing their own learning agendas.

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Section: Discussionmentioning

confidence: 99%

The Impact of Service-Learning on EFL Teacher Candidates’ Academic and Personal Development

Şimşek¹

2020

EUROPEAN J ED RES

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“…When the literature is examined, there are also different studies in which the lifelong learning level of the participants and their gender are studied together (Arslangilay, 2017;Çelebi, Özdemir, & Eliçin, 2014;Çetin & Çetin, 2017;Demir-Başaran & Sesli, 2019;Demirel & Akkoyunlu, 2017;Erdamar, Demirkan, Saraçoğlu & Alpan, 2017;Gürkan, 2017;Kabataş & Yılmaz, 2018;Şahin & Arcagök, 2014;;Kazu & Erten, 2016;Yılmaz, 2016). In addition, the level of lifelong learning and the education level of the participants (Çelebi, Özdemir & Eliçin, 2014;Kazu & Erten, 2016;Yaman & Yazar, 2015;Yılmaz, 2016;Şahin & Arcagök, 2014), the school they work in (Çam & Üstün, 2016;Demir-Başaran & Sesli, 2019;Gürkan, 2017;Kabataş & Yılmaz, 2018;Kazu & Erten, 2016;Yılmaz, 2016), frequency of reading books, magazines and newspapers (Demir-Başaran & Sesli, 2019) and professional seniority (Arslangilay, 2017;Çelebi, Özdemir & Eliçin, 2014;Demir-Başaran & Sesli, 2019;Erdamar, Demirkan, Saraçoğlu & Alpan, 2017;Gürkan, 2017;Kazu & Erten, 2016;Yaman & Yazar, 2015;Yılmaz, 2016;Şahin & Arcagök, 2014). In addition, there are studies aiming to determine the lifelong learning level of teachers in general (Arslangilay, 2017;Çam & Üstün, 2016;Çelebi, Özdemi...…”

Section: The Relationship Between Lifelong Learning and Using Technol...mentioning

confidence: 99%

“…In addition, the level of lifelong learning and the education level of the participants (Çelebi, Özdemir & Eliçin, 2014;Kazu & Erten, 2016;Yaman & Yazar, 2015;Yılmaz, 2016;Şahin & Arcagök, 2014), the school they work in (Çam & Üstün, 2016;Demir-Başaran & Sesli, 2019;Gürkan, 2017;Kabataş & Yılmaz, 2018;Kazu & Erten, 2016;Yılmaz, 2016), frequency of reading books, magazines and newspapers (Demir-Başaran & Sesli, 2019) and professional seniority (Arslangilay, 2017;Çelebi, Özdemir & Eliçin, 2014;Demir-Başaran & Sesli, 2019;Erdamar, Demirkan, Saraçoğlu & Alpan, 2017;Gürkan, 2017;Kazu & Erten, 2016;Yaman & Yazar, 2015;Yılmaz, 2016;Şahin & Arcagök, 2014). In addition, there are studies aiming to determine the lifelong learning level of teachers in general (Arslangilay, 2017;Çam & Üstün, 2016;Çelebi, Özdemir & Eliçin, 2014;Çetin & Çetin, 2017;Demir-Başaran & Sesli, 2019;Erdamar, Demirkan, Saraçoğlu & Alpan, 2017;Gürkan, 2017;Kabataş & Yılmaz, 2018;Şahin & Arcagök, 2014;Yılmaz, 2016;).…”

Section: The Relationship Between Lifelong Learning and Using Technol...mentioning

confidence: 99%

A Study on Determining the Relationship Between Teachers' Lifelong Learning Tendencies and Their Attitudes Towards Using Technology in Education

Kılıç¹

2022

MOJET

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The aim of this study is to examine the relationship between teachers' lifelong learning tendencies and their attitudes towards technology use in education, and to determine the different variables that affect them. The participants of the research are teachers. In the study, the Mann Whitney U test was used for the variables of gender, education level and the frequency of reading books, journals, newspapers and articles, and Kruskal Wallis H test was used for the variables of professional seniority and school level to determine the lifelong learning tendencies of teachers and their attitudes towards technology use in education. It was concluded that teachers' lifelong learning tendencies differ significantly according to gender, level of learning, and frequency of reading books, magazines, newspapers and articles, and there is a significant difference in the factor of openness to development according to professional seniority. No significant difference was found according to the school level. It was concluded that teachers' attitudes towards the use of technology in education differ significantly according to gender and education level in some factors. No significant difference was found in terms of the frequency of reading books, magazines, newspapers and articles, professional seniority and school level.

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“…In this way, they will help their students by preparing engaging and relevant activities (Ng, 2011). Besides, the COVID-19 pandemic has required teachers to have digital literacy to implement an upto-date and innovative education model, making both educational institutions and teachers realize that being digitally skilled is no longer an option but a real necessity (Sanchez-Cruzado et al, 2021) In the literature, there is a copious of research on lifelong learning (Ayaz, 2016;Bozat et al, 2014;Bulaç & Kurt, 2019;Çelebi et al, 2014;Demir-Başaran & Sesli, 2019;Demirel & Akkoyunlu, 2017;Dündar, 2016;Erdener & Gül, 2017;Evin Gencel, 2013;Gedik, 2019;Gökyer & Karakaya Cirit, 2018;Kazu & Erten, 2016;Özçiftçi & Çakır, 2015;Satıroğlu, 2019;Şahin & Arcagök, 2014;Şahin et al, 2020;Yaman & Yazar, 2015 ;Yıldırım, 2015;Yıldız Durak & Tekin, 2020;Yılmaz, 2016), and digital literacy or digital competence (Aksoy et al, 2021;Arslan, 2019;Ata & Yıldırım, 2019;Can et al, 2020;Erol & Aydın, 2021;Kara, 2021;Karaoğlan Yılmaz and Binay Eyuboğlu, 2018;Khalid et al, 2015;Korkmaz, 2020;Ocak and Karakuş, 2019;Özerbaş & Öçal, 2019;Özerbaş and Kuralbayeva, 2018;Öztürk & Budak, 2019;Sanchez-Cruzado et al, 2021;Sarıkaya, 2019;Üstündağ et al, 2017;…”

Section: Introductionmentioning

confidence: 99%

Examination of the Relationship Between Digital Literacy and Lifelong Learning Tendencies of Primary School Teachers

Sulak

Çetinkaya

ÇAPANOĞLU

2022

Journal of Learning and Teaching in Digital Age

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This research aims to examine the relationship between primary school teachers' digital literacy and lifelong learning tendencies. The research sample consists of 153 primary school teachers who were determined via convenience sampling among purposive sampling methods and voluntarily participated in the study. The participants were serving in the province of Ordu, Turkey. Data collection tools used in the study were Personal Information Form, Digital Literacy Scale, and Lifelong Learning Tendency Scale (LLTS). In the analysis of the collected data, Kolmogorov Smirnov and Shapiro Wilk tests, unrelated samples t-test, one-way analysis of variance (ANOVA), Tukey and Games Howell test, Kruskal Wallis, and Pearson Product-Moment Correlation Analysis were used. Research findings demonstrated that the digital literacy of primary school teachers is at the "good" level and lifelong learning tendencies at the "strongly agree" level. Primary school teachers' digital literacy does not differ by the variables of gender and educational status; yet differs significantly by age, seniority, and in-service training. Lifelong learning tendencies differ significantly in favor of women by gender; do not differ according to age, seniority, education level, and in-service training. In addition, a moderately positive correlation was found between the digital literacy and lifelong learning tendencies of primary school teachers.

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Examination of Primary School and Middle School Teachers’ Lifelong Learning Tendencies Based on Various Variables

Cited by 10 publications

References 27 publications

The Impact of Service-Learning on EFL Teacher Candidates’ Academic and Personal Development

The Impact of Service-Learning on EFL Teacher Candidates’ Academic and Personal Development

A Study on Determining the Relationship Between Teachers' Lifelong Learning Tendencies and Their Attitudes Towards Using Technology in Education

Examination of the Relationship Between Digital Literacy and Lifelong Learning Tendencies of Primary School Teachers

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