Lifelong Learning Tendencies of Teacher Candidates Studying in Pedagogical Formation Program

Abstract

The purpose of this research is to determine the lifelong learning tendencies of the teacher candidates who are studying in the pedagogical formation program and to compare them according to various variables. In the research, the following questions have been answered: 1. What is the level of life-long learning tendencies of prospective teachers in the pedagogical formation program? 2. Does the lifelong learning tendencies of students in the pedagogical formation program differ significantly by gender, department, faculty, class levels, location, age, and total monthly incomes of their families? The sample consists of 719 teacher candidates determined by simple random sampling from the groups. Teacher candidates' tendency to life-long learning; in the sub-dimension of motivation in the level of "fits very much", in the sub-dimensions of persistence and deprivation in learning regulation and in the whole scale in the level of "partially fits" and in the sub-dimension of lack of curiosity in the level of "fits very little". Women teacher candidates have a higher level of life-long learning tendencies than men. It has been revealed that the life-long learning tendencies of the graduated teacher candidates differ significantly from the teacher candidates who are studying in the third and fourth grades. The level of life-long learning tendencies of teacher candidates aged 19-21 is lower than those aged 22-24 and 25 and over. It is important that the understanding of lifelong learning is gained in the individuals we have trained in our age.

Program Proposals of Pre-Service Teachers for the Lifelong Learning Needs of the Society

“…The results obtained from the analysis of the quantitative data showed that students with lifelong learning skills should actively engage in learning, set their goals, have good communication skills, have basic literacy and numeracy skills, make researches, develop a set of organization skills, have improved social skills, have the capacity to embrace changes and demonstrate specific personal attributes that contribute to their capacity as lifelong learners. Solmaz (2017) and Gökyer et al (2018) found that lifelong learning tendencies of pre-service teachers were at high level. On the contrary, Özen and Öztürk (2016) found that lifelong tendencies of pre-service teachers were at moderate level.…”

Investigating the relationship between teachers’ teaching beliefs and their affinity for lifelong learning: The mediating role of change tendencies

“…Although the term lifelong learning started to be frequently used towards the end of the 1960s as a result of the world crisis in education (Barros 2012), it was first presented as a key concept in educational restructuring by Paul Lengrand at the sixteenth session of the UNESCO General Conference in 1970 (Gökyer et al 2018;Lengrand 1970). Since then, lifelong learning has become a challenging term in the educational policy of the European Union (Lee et al 2008), which declared 1996 as the year of lifelong learning by stressing its importance for a learning society (Knapper and Cropley 2000).…”