Sınıf Öğretmenlerinin Bireysel Yenilikçilik Özellikleri ile Öğrenmeye İlişkin Tutumları Arasındaki İlişkinin Belirlenmesi

A Comparative Analysis of The Elementary and Branch Teachers' Lifelong Learning Competences and Their Individual Innovativeness Levels According to Certain Variables

“…The findings show that the individual innovativeness levels of female and male teachers did not differ significantly for both elemantaryand branch teachers. This finding is similar to the research findings in the literature in Turkey, the USA, and the Netherlands (Çuhadar, Bülbül, & Ilgaz, 2013;Demir Başaran & Keleş, 2015;Demir & Demir, 2023;Könings, Gruwel, & Merrienboer, 2007;Özgür, 2013;Rogers & Wallace, 2011;Yıldırım, 2021). The fact that the number of participants is close to each other according to gender, and female and male teachers are in the same social and economic structure having equal conditions can be counted among the reasons for this situation.…”

“…Both groups are in the moderate innovator and early majority categories. Findings of the study are in line with the available literature (Atılgan & Tükel, 2021;Demir & Demir, 2023;Keskinkılıç Kara & Yoz, 2021;Kılıç, 2015;Yılmaz & Beşkaya, 2018). In addition, according to the research conducted by Znidarsic and Jereb (2011) in Slovenia, a positive relationship was found between the investments made in lifelong learning and innovation in the development of societies and the innovativeness level of individuals.…”

“…The results of this study reveal that both elementary and branch teachers are moderate innovators and are in the early majority category in terms of adopting innovativeness. As a result of the literature study, many researchers reported that pre-service teachers and teachers in Turkey are moderate innovators, and in line with the findings of this study, most of them are in the early majority category in adopting innovativeness (Adıgüzel, 2012;Atalay Altaş, 2021;Demir Başaran & Keleş, 2015;Demir &Demir, 2023;Deniz, 2016;Kert & Tekdal, 2012;Keskinkılıç Kara & Yoz, 2021;Kılıçer, 2011;Korucu & Olpak, 2015;Özgür, 2013;Şahin İzmirli & Gürbüz, 2017;Şahin & Thampson, 2006). However, among the related studies in the literature in Turkey, there are studies with low and high individual innovativeness levels.…”

“…When this phenomenon is examined in the context of Turkey, studies reveal that individuals' awareness and participation in lifelong learning are low, and they draw attention to the weakness of the learning culture in Turkey (MEB, 2014). Some studies conducted in Turkey exhibit that lifelong learning (Diker Coşkun 2009;Gökyer, 2019;Güloğlu-Demir, 2022;Tunca et al,2015) and innovativeness (Atalay Altaş, 2021;Beşkaya, Çelik & Yılmaz, 2015;Demir & Demir, 2023;Kılıç, 2015;Yenice & Alpak-Tunç, 2019;Yılmaz 2013) levels of teachers, prospective teachers, and administrators are inadequate. In addition, there are some studies conducted in which participants' lifelong learning (Adabaş, 2016;Akçay, 2021;Altıntaş, 2022;Aydın & İflazaoğlu Saban, 2021;Gök, 2022;Gökbulut, 2021;Karakuş, 2013;Kazu & Erten, 2016;Özgür, 2016, Pınarcık et al 2016, Yavuz Konakman & Yanpar Yelken, 2014Yıldırım, 2021) and innovativeness levels (Akgün, 2017;Atılgan & Tükel, 2021;Beşkaya, Çelik & Yılmaz, 2015;Bitkin, 2012;Demir Başaran & Keleş, 2015;Keskin, 2021;Kılıç, 2015;Mülhim, 2018;Yıldırım, 2021) were determined at high or moderate levels.…”

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“…When this phenomenon is examined in the context of Turkey, studies reveal that individuals' awareness and participation in lifelong learning are low, and they draw attention to the weakness of the learning culture in Turkey (MEB, 2014). Some studies conducted in Turkey exhibit that lifelong learning (Diker Coşkun 2009;Gökyer, 2019;Güloğlu-Demir, 2022;Tunca et al,2015) and innovativeness (Atalay Altaş, 2021;Beşkaya, Çelik & Yılmaz, 2015;Demir & Demir, 2023;Kılıç, 2015;Yenice & Alpak-Tunç, 2019;Yılmaz 2013) levels of teachers, prospective teachers, and administrators are inadequate. In addition, there are some studies conducted in which participants' lifelong learning Akçay, 2021;Altıntaş, 2022;Aydın & İflazaoğlu Saban, 2021;Gök, 2022;Gökbulut, 2021;Kazu & Erten, 2016;Özgür, 2016, Pınarcık et al 2016, Yavuz Konakman & Yanpar Yelken, 2014Yıldırım, 2021) and innovativeness levels (Akgün, 2017;Atılgan & Tükel, 2021;Beşkaya, Çelik & Yılmaz, 2015;Bitkin, 2012;Demir Başaran & Keleş, 2015;Keskin, 2021;Kılıç, 2015;Mülhim, 2018;Yıldırım, 2021) were determined at high or moderate levels.…”