Lifelong Learning Tendencies of Prospective Teachers Receiving Pedagogical Formation Education

Abstract

Lifelong learning tendencies of prospective teachers attending pedagogical formation certificate program were evaluated in this study. While prospective teachers receiving pedagogical formation at Bartın University and Mustafa Kemal University formed the population of the research, the sample consisted of 210 prospective teachers selected randomly from the population. Screening model was employed in the research. "Personal Information Form" and 1-6 Likert-type "Lifelong Learning Tendencies Scale" which consisted of 27 items and was developed by Diker-Coşkun [17] were applied as data collection tools. Reliability of the scale was tested, and Cronbach Alpha coefficient was found as 0.72. Independent samples t-test, one-way ANOVA and Dunnett's T3 test were employed in the study. As a result of the data analysis, lifelong learning tendencies of the prospective teachers receiving pedagogical formation were generally high. Furthermore, a statistically significant difference was observed based on variables of marital status, age, universities being studied at, job status and level of income. On the other hand, lifelong learning tendencies of the prospective teachers receiving pedagogical formation education did not have statistically significant differences by gender, having child/children, department of graduation and work experience.

Lifelong learning tendencies of trainers in adult education

“…Accordingly, females can engage in education activities that community and their relatives impose on them, while males have the opportunity to create more open decisions and engage in training courses that help their career life Kılıç [18]. However it should be noted that there are studies indicating that there is no significant differences in terms of gender [1,14,17,[26][27][28][29] as well as there are significant difference in favour of males [5]. This contradicted results shows that rather than gender, there might be more deep sociological constructs which are significant for life-long learning tendencies.…”

Öğretmen Adaylarının Yaşam Boyu Öğrenme Eğilimleri ve Öğretmenlik Mesleğini Seçimlerinden Duydukları Memnuniyetin Kariyer Geliştirme Arzularını Yordaması

“…Öğretmen adaylarının sınıf düzeyine göre YBÖ eğilimleri arasında anlamlı bir farklılık yoktur. Yapılan araştırmalarda öğretmen adaylarının YBÖ eğilimlerinin orta düzeyde (Arslan, 2019;Güçlü vd., 2013), yüksek düzeyde (Bilici ve Bağcı, 2020;Yılmaz, 2018) ve düşük düzeyde (Tunca vd., 2015) olduğu sonuçlarına varılmıştır. Cinsiyete göre YBÖ eğilimlerinin erkek öğretmen adaylarının lehine sonuçlanan araştırmalar (Karakış, 2022;Tunca vd., 2015) olduğu gibi kadın öğretmen adaylarının lehine sonuçlanan (Bilici ve Bağcı, 2020;Bulaç ve Kurt, 2019) ve fark olmayan (Arslan, 2019;Boztepe ve Demirtaş, 2018;Yılmaz, 2018) araştırmalar da literatürde yer almaktadır.…”

“…Yapılan araştırmalarda öğretmen adaylarının YBÖ eğilimlerinin orta düzeyde (Arslan, 2019;Güçlü vd., 2013), yüksek düzeyde (Bilici ve Bağcı, 2020;Yılmaz, 2018) ve düşük düzeyde (Tunca vd., 2015) olduğu sonuçlarına varılmıştır. Cinsiyete göre YBÖ eğilimlerinin erkek öğretmen adaylarının lehine sonuçlanan araştırmalar (Karakış, 2022;Tunca vd., 2015) olduğu gibi kadın öğretmen adaylarının lehine sonuçlanan (Bilici ve Bağcı, 2020;Bulaç ve Kurt, 2019) ve fark olmayan (Arslan, 2019;Boztepe ve Demirtaş, 2018;Yılmaz, 2018) araştırmalar da literatürde yer almaktadır. Bu bağlamda yapılan bu araştırmanın sonuçlarını destekleyen ve çelişen araştırmaların olması, araştırmaların farklı üniversitelerde öğrenim gören öğretmen adayları üzerinde gerçekleştirilmesinden kaynaklanabilir.…”

Examination of Preservice Teachers’ Lifelong Learning Trends by Online Information Searching Strategies

“…Strategies to increase the LLL trends of teacher candidates are considered important in teacher training programs (Coolahan, 2002;Cornu, 2006). Studies that emphasize the importance of lifelong learning tendencies of teachers and preservice teachers (Fenwick, 2001;Ho & Yip2003;Law, Lee ve Yen, 2009;Donnison, 2009;Arsal, 2011;Meerah, Lian, Osman, Zakaria, Iksan ve Soh , 2011;Biesta, 2012;Finsterwald, Wagner, Schober, Lüftenegger ve Spiel 2013;Garipağaoğlu, 2013;Çelebi ve diğerleri, 2014;Klug, Krause, Schober, Finsterwald ve Spiel, 2014;Akyol, 2016;Cetin, & Cetin, 2017;Jones, & McLean, 2018;Khabeishvili, 2018;Yilmaz, 2018), and the importance of having teacher and www.mojet.net preservice teachers' OISS (Tsai, & Tsai, 2003;Lenell, 2006;Hwang, Tsai, Tsai & Tseng, 2008;Laverty, Reed & Lee, 2008;Tsai, Tsai, & Hwang, 2011;Leu, McVerry, O'Byrne, Kiili, Zawilinski, Everett-Cacopardo, ... & Forzani, 2011;Sırakaya & Çakır, 2014;Çevik, 2015;Turan, Reisoğlu, Özçelik & Göktaş, 2015;Yılmaz & Çakmak, 2016;Tarunasena, Rusman, & Darmawan, 2018;Gökçearslan, & Bayır, 2018) are available in the literature.…”