Öğretim Elemanlarının Yaşamboyu Öğrenmeye Yönelik Görüşleri

Haseski, Halil İbrahim; Odabaşı, H. Ferhan

doi:10.17569/tojqi.79489

Cited by 3 publications

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“…Furthermore, negative attitude of colleagues is also one of the obstacles preventing lifelong learning. This conclusion is in line with the conclusions of studies carried out Haseski and Odabaşı (2016), İnandı, Tunç and Uslu (2013) and Stewart (2009). TTuzgöl-Dost and Cenkseven (2007) also revealed that the negative interpersonal relationships have also a negative influence on the attitudes of academics.…”

Section: Discussionsupporting

confidence: 91%

“…In this study results clearly outlined that necessities such as lecture load and administrative duties, and responsibilities related to family life influence becoming lifelong learners negatively. Similarly, related literature point out lecture load and administrative duties (Haseski and Odabaşı, 2016;Clapper, 2010;Jivanjee, Pendell, Nissen and Goodluck, 2015;Çolakoğlu, 2005;Visakorpi, Stankovic, Pedrosa & Rozsnyai, 2007), and family responsibilities (Haseski and Odabaşı, 2016;Gouthro, 2005;Köle, 2011) are preventing individuals from lifelong learning. Furthermore, negative attitude of colleagues is also one of the obstacles preventing lifelong learning.…”

Section: Discussionmentioning

confidence: 99%

“…According to Deci and Ryan (2008), internal motivation is that individuals engage in an activity in line with the positive feelings originating from their own selves and the activity is discovered to be satisfying by itself. In the study by Haseski and Odabaşı (2016), the motivation source is underlined by the academics stating that lifelong learning is a lifestyle for them. Furthermore, it many of the studies emphasized the motivation as one of the factors affecting lifelong learning (Crow 2006;OECD 2000;Scales 2008;Tan and Morris 2006).…”

Section: Discussionmentioning

confidence: 99%

“…According to Alparslan (2014), if the employees meet for different reasons in social environments outside of academic areas, spend social time, volunteer to help one another, and cooperate for a common action with the spirit of collaboration in the name of the institution, they get more satisfaction from their work. The positive role models around individuals (Stewart, 2009), the social relations established by adults (Jarvis, 2012), the information sharing with colleagues (Jivanjee, Pendell, Nissen & Goodluck, 2015), and the tendency of colleagues to improve themselves (Haseski & Odabaşı, 2016) influence the participation in lifelong learning positively.…”

Section: Discussionmentioning

confidence: 99%

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Factors Supporting and Preventing Academics from Becoming Lifelong Learners

Ayvaz-Tuncel

2018

IJHE

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In present circumstances, it has become inevitable for individuals to continue obtaining new information and skills throughout their lives. Having learned to learn and information literate individuals are able to meet their learning needs both in career and personal terms by themselves. The important aspect is the individual feels the need to learn and knows how and where to meet these needs. Feeling those can be considered as the basic requirement to make efforts in order to meet them. However, the surrounding circumstances may support or prevent meeting these needs. Since the situation of being a lifelong learner will be examined based on the present working conditions, the study is designed as embedded multiple case study. Maximum variety is ensured in the study group by taking into account the various academic titles, gender, and fields of study. The interview form is developed based on the literature and revised according to the opinions of specialists. The data has been collected by doing individual interviews with academics and a content analysis has been performed. In conclusion of the analysis performed, such themes as the need to become lifelong learners, the factors supporting to become lifelong learners and the factors preventing from becoming lifelong learners have been reached.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Factors Supporting and Preventing Academics from Becoming Lifelong Learners

Ayvaz-Tuncel

2018

IJHE

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“…They found a high level of lifelong learning attitudes of professors and associate professors similar to the research data. Haseski and Odabaşı (2016), in their study to determine the factors affecting lifelong learning according to faculty members, determined that the academic titles of the academicians participating in the research increased in the scores obtained from the lifelong learning questionnaire as they progressed. It has also been found that there are studies in the literature that do not differ by researchers.…”

Section: Lifelong Learning Tendency and Thinking Style Levels Of Acad...mentioning

confidence: 99%

Examination Of The Relationship Between Academicians' Life Long Learning Tendencies And Thinking Styles

ÖZKIR,

ESKİCİ

2023

Journal of Teacher Education and Lifelong Learning

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The purpose of this research is to examine the relationship between academicians' lifelong learning tendencies and their thinking styles. Relational descriptive method was used in the research. All academicians working in higher education institutions in the 2022-2023 academic year were determined as the population of the research. After obtaining the necessary permissions, the scale was applied to a sample group of 1554 people, by reaching all universities by means of official letters and e-mails to the institutional e-mail addresses of the individuals. Personal Information Form, “Lifelong Learning Tendency Scale” and “Rational-Experiential Thinking Styles Scale” were used as data collection tools. The obtained data were transferred to the statistical package program. In the light of the sub-problems, it was examined whether the scale scores differed in terms of various variables (education level, academic title, field of science). The results were classified according to sociodemographic variables and presented in frequency tables. In accordance with the results obtained from the variables, Kruskal Wallis H test and Spearman-Brown Correlation Analysis were performed, and Mann Whitney U test was applied to determine the direction of the differences. Based on the findings, it was concluded that academicians have a high level of lifelong learning tendencies. While the lifelong learning tendencies of academicians differ according to the variables of educational status and field of science; did not differ according to academic title variables. It was concluded that the academicians' thinking styles levels were at a moderate level. The thinking styles of the academicians differed in terms of educational status, academic title and field of science variables. It has been concluded that the relationship between academicians' lifelong learning tendencies and thinking styles is at a significant level in terms of total and sub-dimension scores, generally below the medium level and in a positive direction.

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Lifelong Learning Skills in Job Advertisements: The Case of English Language Teaching

Deveci¹

2018

Sınırsız Eğitim Ve Araştırma Dergisi

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Job advertisements are normally the first contact between recruiters and job seekers. Descriptions of the job and individual specifications are key to job seekers' decision whether or not to apply. With the abundance of English language job listings, English language teachers seem to be quite fortunate in opportunities for landing a job. However, anecdotal evidence suggests that educational qualifications per se are no longer sufficient; teachers now need other attributes in order to attract recruiters' attention. One such is an aptitude for lifelong learning which is based on complementarity of skills. Therefore, the identification of commonly sought lifelong learning skills (alongside educational qualifications) in job advertisements can give insight into areas language teachers and teacher training programs need to prioritize. Aiming to affect this, this research investigated 135 job listings on various job websites advertising for international positions. Results showed that a bachelor's degree, even if in English Language Teaching (ELT), is insufficient for international hiring and that postgraduate certification has become the norm. Results also revealed certain themes related to lifelong learning skills including both those that are student-oriented (i.e. facilitation of learning, building confidence, assessment and evaluation of learning, critical thinking, and preparation of students for life), and those that are teacher-centric (i.e. professional development and engagement in research, technology, interpersonal communication, course development, time management, and ethics). Results are discussed, and recommendations are provided to help develop (pre-service) teachers' lifelong learning skills.Özet: İş arayan bireyler ile iş verenler arasındaki ilk iletişim genellikle iş ilanları aracılığıyla gerçekleştirilir. İlanda yer alan iş tanımı ve adaylarda aranan özellikler bireylerin işe başvurup başvurmama konusundaki kararlarında etkilidir. İngiliz dili öğretimine ilişkin bir çok iş ilanı olduğu görülmektedir. Bu durum İngilizce öğretmenlerinin iş bulma konusunda şanslı olduklarını gösterebilir. Ancak alanda bir diploma sahibi olmanın yeterli bir özellik olmadığı açıktır. İş ilanı veren kurumların dikkatini çekebilmek için öğretmenlerin başka özelliklere de gereksinimi vardır. Bunlardan önemli bir tanesi yaşam boyu öğrenmeye ilişkin tutum ve becerileridir. İş ilanlarındaki yaşam boyu öğrenme becerileri incelenirse, öğretmenlerin ve öğretmen eğitimi veren kurumların ne tür bilgi ve becerilere öncelik vermeleri gerektiği belirlenebilir. Bundan yola çıkarak yürütülen bu çalışmada, internet üzerinde yayınlanmış 135 iş ilanı incelenmiştir. Sonuçlar, İngiliz Dili Eğitimi alanında olsa bile, bir lisans diplomasının uluslar arası bir iş için yeterli olmadığını, lisans sonrası edilinen diğer belge ve diplomalara da gereksinim olduğunu göstermiştir. Ayrıca yaşam boyu öğrenmeye ilişkin olarak iki temel beceri alanı olduğu belirlenmiştir. Bunlardan ilki öğrenci merkezli becerilerdir. Bunlar arasında öğrenmeyi kolaylaştı...

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Öğretim Elemanlarının Yaşamboyu Öğrenmeye Yönelik Görüşleri

Abstract: ÖzBu çalışmanın amacı, öğretim elemanlarının yaşamboyu öğrenmeye yönelik düşüncelerini ve yaşamboyu öğrenme özelliklerini etkileyen faktörleri ortaya koymaktır. Bu amaç doğrultusunda söz konusu araştırma olgu bilim deseni ile desenlenmiştir. Araştırmanın

Cited by 3 publications

References 0 publications

Factors Supporting and Preventing Academics from Becoming Lifelong Learners

Factors Supporting and Preventing Academics from Becoming Lifelong Learners

Examination Of The Relationship Between Academicians' Life Long Learning Tendencies And Thinking Styles

Lifelong Learning Skills in Job Advertisements: The Case of English Language Teaching

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