Lifelong Learning Competency Perceptions of Teacher Candidates According to a Teacher Training Program

Uzunboylu, Hüseyin; Selçuk, Gülenaz

doi:10.1080/09720073.2016.11891997

Cited by 14 publications

(8 citation statements)

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“…Previous research has shown that psychological factors and academic engagement are mediating factors in the relationship between learning strategies and academic performance [25,28,56]. Uzunboylu and Selcuk [57] and Mbagwu, et al [58] found nonsignificant direct effects of learning strategies on LLLs [57,58]. Moreover, empirical research by Braxton, et al [59] demonstrated that learning strategies were not only related to social integration in HEIs but also helped build students' institutional and goal commitments and LOs.…”

Section: The Direct and Indirect Relationships Of Learning Strategies With Institutional And Goal Commitments Llls And Losmentioning

confidence: 98%

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The Impact of Work-Integrated Learning and Learning Strategies on Engineering Students’ Learning Outcomes in Thailand: A Multiple Mediation Model of Learning Experiences and Psychological Factors

Khampirat

2021

IEEE Access

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Learning outcomes (LOs) provide an essential foundation for evaluating the effectiveness of higher education institutions (HEIs). LOs have been accepted as criteria for accrediting academic programs; however, little is known about why students vary in their desired outcomes and how experiences in the workplace and learning strategies have different impacts on LOs. Based on social cognitive career theory (SCCT), this study investigated the relationships among work-integrated learning (WIL), learning strategies, institutional and goal commitments, engineering skill self-efficacy, engineering career outcome expectations, lifelong learning skills (LLLs), achievement goal orientation, and LOs. The participant pool consisted of 1,316 undergraduate engineering students from 11 HEIs in Thailand. Hypotheses regarding the causal relationships, including the direct and indirect effects, were examined by using structural equation modeling (SEM). Both the measurement and structural equation models showed a good fit to the data. The results of the SEM indicated that achievement goal orientation, LLLs, and engineering skill selfefficacy had significant positive direct effects on LOs. Learning strategies had a strong direct effect on LLLs and institutional and goal commitments. The practice of WIL in the workplace was an important factor in building engineering skill self-efficacy and LLLs. The mediation analysis indicated that learning experience (i.e., institutional and goal commitments) and psychological factors played important roles in the relationship between learning strategies and LOs. This study confirmed and expanded the SCCT research. Finally, theoretical and practical implications for LO development were identified based on the results.INDEX TERMS Work integrated learning, learning outcomes, learning strategies, career outcome expectations, lifelong learning skills, engineering skill self-efficacy.

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Section: The Direct and Indirect Relationships Of Learning Strategies With Institutional And Goal Commitments Llls And Losmentioning

confidence: 98%

“…Lifelong learning is considered to be a process of continuously improving knowledge, skills, and competencies in every area of one's life [57,78]. LLLs refer to skills developed through the practice learning activities related to the attitudes, beliefs, values and behaviors of an individual [79].…”

Section: G the Direct Effects Of Llls On Losmentioning

confidence: 99%

The Impact of Work-Integrated Learning and Learning Strategies on Engineering Students’ Learning Outcomes in Thailand: A Multiple Mediation Model of Learning Experiences and Psychological Factors

Khampirat

2021

IEEE Access

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“…Considering that preschool is very important in mathematics education, the planning of education, accurate determination of methods and techniques to be used in planning and the role of teachers in the education process should not be ignored. With all these plans to be made, the student's cognitive learning potential can be increased by preventing the problems that the student may experience in the following periods (Wortham, 2006;Uzunboylu and Selcuk, 2016). Preschool is the platform where the effects of informal math experiences of students in later teaching lives are determined for the first time (Steel and Blood, 2011).…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Evaluation of teachers' views on the use of learning technologies in mathematics lessons in preschool and primary schools

Fariza

Akpayeva

Gulzhan

et al. 2021

WJET

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The purpose of this research is to evaluate the problems encountered in the process of realizing the continuity of preschool and primary school mathematics education and to determine the use of technology in mathematics education in line with the opinions of teachers. The research is a phenomenological study within the scope of qualitative research method. The research was conducted with 40 classroom teachers working in various primary schools in the province of Almaty, Kazakhstan, in the 2020-2021 academic year. The research data were collected with a semi-structured interview form prepared by the researcher and consisting of five open-ended questions, and analyzed with the descriptive method. As a result of the research, students were found to be prejudiced against the course, and the inadequacy of course materials, learning methods and techniques, and course activities were shown as the reasons that negatively affect education. In addition, it has been determined that the rate of teachers to prefer classical methods in education is much higher than new learning methods and techniques and use of technology. Keywords: Mathematics; mathematics education; preschool mathematics education; primary school mathematics education; teachers’ opinion.

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“…The evaluation of teachers is inevitable for the sustainability of teacher education [43]. The lifelong learning competencies of teacher candidates are decisive for their successful performance in the cultural development of society [44]. It is considered that determining the specific characteristics of teacher candidates will form the basis of teacher training programs.…”

Section: Introductionmentioning

confidence: 99%

“…It is considered that determining the specific characteristics of teacher candidates will form the basis of teacher training programs. When the literature is examined, there are studies [42,44] showing that lifelong learning competencies do not change according to the gender of the teacher candidates. Additionally, when the literature is examined, there are studies [45][46][47] showing that lifelong learning competence of teacher candidates are in favor of the female.…”

Section: Introductionmentioning

confidence: 99%

Examination of Teacher Candidates’ Lifelong Learning Competence and Basic Motivation Resources as Parts of Sustainability

Ilgaz

Eskici

2018

Sustainability

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The purpose of this research is to determine the level of teacher candidates' lifelong learning competence and basic motivation resources and to examine the lifelong learning competence and basic motivation of teacher candidates in terms of some variables (gender and to be a university student or not). For this purpose, a quantitative study was designed. The research was conducted with 382 teacher candidates being educated in the pedagogical formation program at Trakya University. In this research, "Key Competences for Lifelong Learning Scale" and "Basic Motivation Resources Scale" were used as tools for measurement. As a result of the analyses, it was determined that the basic motivation resources of teacher candidates in all of the dimensions of the scale and lifelong learning competence of teacher candidates except from "communicative competence at a foreign language/s" sub-dimension of the scale are above average. In terms of gender variables, significant difference was found in the "communicative competence at a foreign language/s" sub-dimension of "Key Competences for Lifelong Learning Scale" in favor of male teacher candidates and, on the other hand, significant differences were found in the "the competence of learning to learn" and "the competence of cultural awareness and expression" sub-dimension of "Key Competences for Lifelong Learning Scale" in favor of female teacher candidates. The lifelong learning concept [15], which is used to describe the activities that people perform throughout their lives in order to develop their knowledge, skills, and competencies in a given area due to personal, social, or employment-related reasons, is seen as a process starting in the beginning of the pre-school and continuing throughout the compulsory education and teaching periods [16]. From this point of view, lifelong learning, which is seen as a continuous process [17], can be described as a set of learning activities aimed at improving the knowledge, skills, and competence of an individual [18]. Indeed, as pointed out by Kulich [19], the lifelong learning which can also be defined as giving education to the individuals throughout their lives, precisely means that education exists within all phases of the life cycle, in other words, throughout one's whole life [15].The content of the concept of lifelong learning leads to the actualization of learning as a sustainable process, since learning never stops for humans, according to lifelong learning. The development of new ideas is indicated by Dash and Mohan [20]. Catching this development makes continuous learning to be essential, namely it obliges the individual to learn throughout life. Ryan and Deci [21] report that the individual should maintain lifelong learning with inner motivation, not pressure or award for sustainable lifelong learning. It is also stated by Hargreaves and Fink [6] that education has an important place for the renewal of human beings and that the most important difference distinguishing the living beings from non-living beings is the self-sust...

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Lifelong Learning Competency Perceptions of Teacher Candidates According to a Teacher Training Program

Cited by 14 publications

References 1 publication

The Impact of Work-Integrated Learning and Learning Strategies on Engineering Students’ Learning Outcomes in Thailand: A Multiple Mediation Model of Learning Experiences and Psychological Factors

The Impact of Work-Integrated Learning and Learning Strategies on Engineering Students’ Learning Outcomes in Thailand: A Multiple Mediation Model of Learning Experiences and Psychological Factors

Evaluation of teachers' views on the use of learning technologies in mathematics lessons in preschool and primary schools

Examination of Teacher Candidates’ Lifelong Learning Competence and Basic Motivation Resources as Parts of Sustainability

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