Faculty Members' Views on the Effectiveness of Teacher Training Programs to Upskill Life-Long Learning Competence

Abstract

Problem Statement: Teacher training programs are expected to provide teachers with life-long learning competence and enable them to practice this competence after graduation in all areas of their lives. In this way, teachers who undergo qualified pre-service training in accordance with the concept of life-long learning will shape the education system as their practices will renew themselves, and they will train future generations accordingly. However, at the point at which these expectations are implemented, the extent to which these teacher training programs are effective in upskilling life-long learning competence is unclear. The views of the members of the Faculty of Education on this topic therefore are important, since they are the programs' practitioners. Purpose of the Study:This study was conducted to determine faculty members' views on the effectiveness of teacher training programs (TTP) to upskill life-long learning competence. Method:The study was carried out with phenomenological pattern qualitative research methods. The study's working group consists of seven faculty members determined by sampling method. The data were collected via in-depth interviews using semi-structured interview forms developed by the researchers. In analyzing the data, the content analysis approach was adopted. * Corrsponding author: Assistant Prof. Dr. Firat University, Faculty of Education, hkazu@firat.edu.tr ** Dr., demet.demiralp@hotmail.com 206 Hilal Kazu & Demet DemiralpFindings: The faculty members' views on the effectiveness of teacher training programs to upskill life-long learning competence were collected under four themes. The themes consist of "pre-service teachers' possession of the characteristics of life-long learners," "how TTPs reflect the Bologna Process," "whether life-long learning competence is upskilled via TTPs," "the expectations that TTPs will upskill life-long learning competence and suggestions for those programs." Conclusions and Recommendations:The faculty members' views show that the Bologna Process is in practice inadequately reflected in the academic activities of faculties of education. The study also concludes that teacher training programs are insufficient to upskill life-long learning competence, to improve pre-service teachers' self-improvement; the study also concludes that the faculties of education ignore the need to upskill lifelong learning competence in the current programs. In order to equip preservice teachers with life-long learning competence, the faculty members suggest that the programs be updated, be equipped with more basic skills, and prioritize practicing during learning process. In order to achieve all these goals, they recommend reducing the programs' quota and establishing quality standards by evaluating faculty members' competences.

The Examination of Competencies in Master’s Degree Programs in the Context of Lifelong Learning Key Competencies

“…There is no study conducted in Turkey on the examination of master's degree programs in the context of lifelong learning competencies. However, in the research conducted by Kazu and Demiralp (2016), it can be said that teacher-training programs are consistent with the results of the study that they are not suitable for gaining lifelong learning competency. As a result of the research conducted by Yaman and Yazar (2015), trends of lifelong learning among teachers who have a master's degree are higher than those with undergraduate degree.…”

“…In the literature, it is stated that lifelong learning is an integral part of higher education with an emphasis on the importance of the higher education institutions in raising individuals with the knowledge and skills necessary for lifelong learning (Diker-Coşkun & Demirel, 2012;Göksan, Uzundurukan & Keskin, 2009;Kazu & Demiralp, 2016;Selvi, 2011;Yavuz-Konokman & Yanpar-Yelken, 2014). According to Jarvis (2007), diversification of individual expectations and needs in parallel with technological advancements and expansion of the access to information require that lifelong learning programs should be included in the curricula of universities.…”

“…In the research conducted by Kazu and Demiralp (2016) for the purpose of examining the programs in the context of lifelong learning; it has also been concluded that teacher training programs are not suitable for gaining lifelong learning competency, that they are inadequate in developing teacher candidates' personal development, and that lifelong learning competency is ignored in the programs implemented in the faculties of education. In the study named -a content analysis of the thesis and articles on lifelong learning: 2000-2015‖ conducted by Yüksel, Gündoğdu, Akyol and Akar-Vural (2016); attention has been drawn to the lack or absence of studies on postgraduate students in the field of lifelong learning.…”

How Years of Sport Training Influence the Level of Moral Competences of Physical Education and Sport Students

“…Thus, it appears clear that universities have to equip preservice PE teachers and sport coaches with skills needed to connect this with the acquisition of values and enhancement of sound development (critical thinking, autonomy, drive for professional development, and health-related awareness). However, some studies [57] suggest that teacher programmes are insufficient in providing preservice teachers with life-long learning competences, especially concerning self-improvement, and teacher candidates are critical of the training program and quality of the academic staff [58]. This needs to be taken into account seriously.…”

Teachers' Perception on the Challenges of Continuous Assessment Implementation between 2017 and 2018

“…Teachers could not perform their assigned tasks because they were not knowledgeable about the curriculum tasks or projects. Literature shows that teachers should be clear about the materials such as knowledge content, teaching methodology of the curriculum as well as experience for them to effectively implement a curriculum change (Kazu & Demiralp, 2016). To support this view, Ornstein and Hunkins (2004) allude that teachers should have adequate knowledge about the CA first and fore most because teaching is influence by teachers.…”