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PREDICTORS OF PRE-SERVICE TEACHERS’ LIFELONG LEARNING LEVELS

Yıl 2022, Cilt: 7 Sayı: 2, 155 - 184, 26.12.2022

Derya Orhan Göksün

https://doi.org/10.37991/sosdus.1205327
Cited By: 1

Öz

Lifelong learning concept can be defined as learning activities that aim to professional or personal development during formal education or out of formal education process. At this study, lifelong learning levels of pre-service teachers, who are preparing for teaching profession, needs professional development because of fast-growing opportunities, were investigated from the point of gender, education specialty, making weekly studying program, number of recreation activities, number of own technological devices, aims of technology use, willingness to learn and openness to improvement. The data collected from 290 pre-service teachers was analyzed by conducting logistic regression analysis. It was determined that willingness to learn, openness to improvement and number of recreation activities predict and increase lifelong learning level significantly (p<0.01). The most influential predictor variable is willingness to learn (Wald=23,060; Exp(β)=1,199). The second influential predictor is openness to improvement (Wald=11,541; Exp(β)=1,224) and the third one is number of recreation activities (Wald=6,697; Exp(β)=1,238). The other variables have no influential effects on lifelong levels significantly. This can be proved that the opportunity gap in education was begun to overcome. All the results can be a guide for lifelong learning in teacher education and can be fulfilled a reference need for literature.

Anahtar Kelimeler

Lifelong Learning Willingness to Learn Openness to Improvement Logistic Regression

Kaynakça

  • Alkan, C. (1997). Eğitim teknolojisinin iki binli yıllarda yapılandırılması. Ankara: Anı Yayıncılık.
  • Aspin, D. N. ve Chapman, J. D. (2000). Lifelong learning: Concepts and conceptions. International Journal of Lifelong Education, 19(1), 2-19.
  • Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20.
  • Axtell, C., Wall, T., Stride, C., Pepper, K., Clegg, C., Gardner, P. ve Bolden, R. (2002). Familiarity breeds content: The impact of exposure to change on employee openness and well‐being. Journal of Occupational and Organizational Psychology, 75(2), 217-231.
  • Balasubramanian, K., Thamizoli, P., Umar, A. ve Kanwar, A. (2010). Using mobile phones to promote lifelong learning among rural women in Southern India. Distance Education, 31(2), 193-209.
  • Barros, R. ve Monteiro, A. (2015). E-learning for lifelong learning of female inmates: The EPRIS project Paper presented. The proceedings of EDULEARN15 Conference, Barcelona, Spain.
  • Blaschke, L. M. (2021). The dynamic mix of heutagogy and technology: Preparing learners for lifelong learning. British Journal of Educational Technology, 52(4), 1629-1645.
  • Botner, E. (2018). Impact of a virtual learning program on social isolation for older adults. Therapeutic Recreation Journal, 52(2).
  • Bougherara, R. ve Nani, H. (2021). Investigating the teachers’ application of socio-cognitive theory to promote efl students’ autonomy case study: Third- year students in Kasdi Merbah University, Ouargla, Algeria. Base for Electronic Educational Sciences, 2(2), 1-10.
  • Boztepe, Ö. ve Demirtaş, Z. (2016). The adaptation of lifelong learning scale into Turkish culture. Journal of Family Counseling and Education, 1(1), 10-17.
  • Bryk, A. S. ve Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40-45.
  • Büyüköztürk, Ş. (2002). Sosyal bilimler için veri ve analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. Pegem A Yayıncılık.
  • Centeno, V. (2011). Lifelong learning: A policy concept with a long past but a short history. International Journal of Lifelong Education, 30(2), 133-150.
  • Cesario, F. J. (1976). Value of time in recreation benefit studies. Land Economics, 52(1), 32-41.
  • Chang, D. F., Wu, M. K. ve Lin, S. P. (2012). Adults engaged in lifelong learning in Taiwan: Analysis by gender and socioeconomic status. Australian Journal of Adult Learning, 52(2), 310-335.
  • Chlon-Dominczak, A. ve Lis, M. (2013). Does gender matter for lifelong learning activity?. IBS Working Paper. No. 16.2.A.
  • Collins, J. (2004). Education techniques for lifelong learning: Principles of adult learning. Radiographics, 24(5), 1483-1489.
  • Cook, D. (2008). Binary response and logistic regression analysis. Beyond traditional statistical methods içinde. Iowa State University Press.
  • Cornford, I. R. (2002). Learning-to-learn strategies as a basis for effective lifelong learning. International Journal of Lifelong Education, 21(4), 357-368.
  • Crick, R. D. ve Yu, G. (2008). Assessing learning dispositions: Is the effective lifelong learning inventory valid and reliable as a measurement tool?. Educational Research, 50(4), 387–402.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve Lisrel uygulamaları (2. Baskı). Ankara: Pegem Akademi Yayıncılık.
  • Darban, M. ve Polites, G. L. (2016). Do emotions matter in technology training? Exploring their effects on individual perceptions and willingness to learn. Computers in Human Behavior, 62, 644-657.
  • David, M. E. (2008). Social inequalities, gender and lifelong learning: A feminist, sociological review of work, family and education. International Journal of Sociology and Social Policy, 27(7/8), 260-272.
  • Day, C. (2002). Developing teachers: The challenges of lifelong learning. Routledge.
  • European Commission (1993). Green paper on the European dimension of education. Brussels: European Commission.
  • European Commission (1995). White paper on education and training teaching and learning towards the learning society. Brussels: European Commission.
  • European Commission (2001). Making a European area of lifelong learning a reality. Brussels: European Commission.
  • Field, A. (2005). Discovering statistics using SPSS (2. Baskı). London: Sage Publication.
  • Fraenkel, J. R., Wallen, N. E. ve Hyun, H. H. (2012). How to design and evaluate research in education (8. Baskı), New York: McGraw-Hill.
  • Garson, G. D. (2008). Logistic Regression: Statnotes. North Carolina State University, 5(21), 08.
  • Gorges, J., Schwinger, M. ve Kandler, C. (2013). Linking university students’ willingness to learn to their recollections of motivation at secondary school. Europe’s Journal of Psychology, 9(4), 764-782.
  • Gökyer, N., Bakcak, S., Cihangiroglu, N., Koçak, O. ve Yilmaz, G. (2018). Lifelong learning tendencies of teacher candidates studying in pedagogical formation program. Journal of Education and Training Studies, 6(11a), 33-44.
  • Griffin, C. (1999). Lifelong learning and social democracy. International Journal of Lifelong Education, 18(5), 329-342.
  • Güleç, İ., Çelik, S. ve Demirhan, B. (2012). Yaşam boyu öğrenme nedir? Kavram ve kapsamı üzerine bir değerlendirme. Sakarya University Journal of Education, 2(3), 34-48.
  • Gür Erdoğan, D. ve Arsal, Z. (2016). The development of lifelong learning trends scale. Sakarya University Journal of Education, 6(1), 114-122.
  • Hargreaves, D. H. (2004). Learning for life: The foundations for lifelong learning. Policy Press.
  • Haseski, H. İ. ve Odabaşı, H. F. (2017). Positions and preferences: Faculty goes for lifelong learning, a view from Turkey. International Journal of Higher Education, 6(6), 19-30.
  • Kaya, K. (2020). Examining the lifelong learning tendencies of sport sciences faculty students. Journal of Education and Learning, 9(3), 99-105.
  • Keskinkılıç Kara, B. (2019). Hayat boyu öğrenmenin amacı, kapsamı ve tarihsel gelişimi. F. Ereş (Ed.) Yetişkin eğitimi ve hayat boyu öğrenme içinde (s. 95-108). Pegem Akademi Yayıncılık.
  • Lengrad, P. (1985). Lifelong education: Growth of the consept. The International Enclyclopedia of Education, V. Torsten Husen, T. Neville. Postlethwaite, Pergamon, Oxford, p. 3067.
  • London, M. (2011). Lifelong learning: Introduction. The Oxford Handbook of Lifelong Learning (online). Oxford: Oxford University Press.
  • McCombs, B. L. (1991). Motivation and lifelong learning. Educational Psychologist, 26(2), 117-127.
  • Mertler,C. A. ve Vannatta, R. A. (2005). Advanced and multivariate statistical methods: Practical application and interpretation (3. Baskı). Glendale, CA: Pyrczak Publishing.
  • Moustakas, L. (2018). Motivation and obstacles to adult participation in lifelong learning programs: The effect of gender and age. Open Journal for Educational Research, 2(1), 45-56.
  • Murray, H. (2015). Lifelong learning in the twenty-first century: An investigation of the interrelationships between self-directed learning and lifelong learning. Yayımlanmamış Doktora Tezi. Cincinnati: ABD.
  • Noklang, S. (2020). The development of self-directed learning skills of teacher candidates through community-based recreation program. Participatory Educational Research, 7(3), 217-229.
  • Özen, R. ve Öztürk, D. S. (2016). The Relationship between pre-service teachers' lifelong learning tendencies and teaching profession anxiety levels. Universal Journal of Educational Research, 4(12A), 7-15.
  • Sharples, M. (2000). The design of personal mobile technologies for lifelong learning. Computers & Education. 34. 177- 193.
  • Solmazand, D. Y. ve Aydin, G. (2016). Evaluation of lifelong learning tendencies of pre-service teachers. The Anthropologist, 24(1), 55-63.
  • Stadnicka, D. ve Sakano, K. (2017). Employees motivation and openness for continuous improvement: Comparative study in Polish and Japanese companies. Management and Production Engineering Review 8(3), 70-86.
  • Sugiyono. (2013). Metode penelitian pendidikan pendekatan kuantitatif. Kualitatif dan R&D. Bandung: Alfabeta.
  • Şen, N. ve Yıldız Durak, H. (2022). Examining the relationships between English teachers’ lifelong learning tendencies with professional competencies and technology integrating self-efficacy. Education and Information Technologies, 1-36.
  • Tabachnick, B.G. ve Fidell, L.S. (2007). Using multivariate statistics (5. Baskı). Allyn and Bacon.
  • Tate, R. (1992). General linear model applications. Unpublished manuscript, Florida State University.
  • Tatlıdil, H. (1996). Uygulamalı çok değişkenli istatistiksel analiz. Ankara: Engin Yayınları.
  • Tezer, M. ve Aynas, N. (2018). The effect of university education on lifelong learning tendency. Cypriot Journal of Educational Sciences, 13(1), 66-80.
  • Thongmak, M. (2021). Inquiring into lifelong learning intention: Comparisons of gender, employment status, and media exposure. International Journal of Lifelong Education, 40(1), 72-90.
  • TÜİK (Türkiye İstatistik Kurumu), (2022). Toplumsa cinsiyet istatistikleri 2021. Yayın No: 4651. ISBN 978-605-7613-98-1. 14 Eylül 2022 tarihinde https://data.tuik.gov.tr/Bulten/Index?p=Istatistiklerle-Kadin-2021-45635#:~:text=Hanehalk%C4%B1%20i%C5%9Fg%C3%BCc%C3%BC%20ara%C5%9Ft%C4%B1rmas%C4%B1%20sonu%C3%A7lar%C4%B1na%20g%C3%B6re,Edirne%2C%20K%C4%B1rklareli)%20b%C3%B6lgesinde%20ger%C3%A7ekle%C5%9Fti. Adresinden edinilmiştir.
  • UNESCO (1972). Final report of third international conference on adult education. Tokyo: UNESCO Publishing.
  • UNESCO (1985). Final report of the fourth international conference on adult education. Paris: UNESCO Publishing.
  • UNESCO (1996). Learning: The treasure within. France: UNESCO Publishing.
  • Verduin, J. R., McEwen, D. N. ve Osgood, N. (1984). Adults and their leisure: The need for lifelong learning. Journal of Leisure Research, 16(4), 355-357.
  • Warford, L. J. (2002). Funding lifelong learning--A national priority. Community College Journal, 72(3), 15-23. We are social report. (2022). Digital 2022: Another year of bumper growth. 11 Ekim 2022 tarihinde https://wearesocial.com/uk/blog/2022/01/digital-2022-another-year-of-bumper-growth-2/ adresinden edinilmiştir.
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  • Yang, J. ve Valdes-Cotera, R. (2011). Conceptual evolution and policy developments in lifelong learning. UNESCO Institute for Lifelong Learning. Feldbrunnenstrasse 58, 20148 Hamburg, Germany.
  • Yıldızlı, H. (2019). Hayat boyu öğrenmenin amacı ve kapsamı. Güçlü, M. (Ed.). Yetişkin eğitimi ve hayat boyu öğrenme içinde (s. 107-121). Pegem Akademi Yayıncılık.
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ÖĞRETMEN ADAYLARININ YAŞAM BOYU ÖĞRENME DÜZEYLERİNİN YORDAYICILARI

Yıl 2022, Cilt: 7 Sayı: 2, 155 - 184, 26.12.2022

Derya Orhan Göksün

https://doi.org/10.37991/sosdus.1205327
Cited By: 1

Öz

Yaşam boyu öğrenme, bireylerin örgün eğitimlerinin paralelinde ya da örgün eğitimlerinin dışında katıldıkları, mesleki ya da kişisel gelişimi amaçlayan öğretimsel etkinlikler olarak tanımlanabilir. Bu çalışmada hızla gelişen koşullar nedeniyle mesleki gelişime en çok ihtiyaç duyulan mesleklerin başında gelen öğretmenlik mesleğine hazırlanan öğretmen adaylarının, yaşam boyu öğrenme düzeyleri cinsiyetleri, öğrenim gördükleri program, haftalık çalışma planı yapıp yapmama durumları, boş vakit etkinlik sayıları, sahip oldukları teknoloji sayıları, teknoloji kullanım amaçları, öğrenmeye isteklilikleri ve gelişime açıklıkları öğrenmeye isteklilik değişkenleri bağlamında incelenmiştir. 290 öğretmen adayından toplanan veriler lojistik regresyon analizi ile analiz edilmiştir. Çalışma kapsamında öğrenmeye isteklilik, gelişime açıklık ve boş vakit etkinlik sayılarının yaşam boyu öğrenme düzeyini anlamlı biçimde yordadığı ve bu değişkenlerdeki artışın yaşam boyu öğrenme düzeyini artırdığı belirlenmiştir (p<0.01). Modelin en etkili yordayıcı değişkeni öğrenmeye isteklilik değişkenidir (Wald=23,060; Exp(β)=1,199). İkinci sırada gelişime açıklık değişkeni (Wald=11,541; Exp(β)=1,224), üçüncü sırada da boş vakit etkinlik sayısı değişkeni (Wald=6,697; Exp(β)=1,238) gelmektedir. Diğer değişkenlerin yordayıcı etkilerinin olmaması, yaşam boyu öğrenmede fırsat eşitsizliklerinin ortadan kalmaya başlaması yönünde kanıtlar sunar niteliktedir. Tüm bu bulgular öğretmen eğitiminde yaşam boyu öğrenme etkinliklerinin düzenlenmesine yol gösterici nitelikte olup alanyazında yer alan görüş boşluğunu doldurmaktadır.

Anahtar Kelimeler

Yaşam Boyu Öğrenme Öğrenmeye İsteklilik Gelişime Açıklık Lojistik Regresyon

Kaynakça

  • Alkan, C. (1997). Eğitim teknolojisinin iki binli yıllarda yapılandırılması. Ankara: Anı Yayıncılık.
  • Aspin, D. N. ve Chapman, J. D. (2000). Lifelong learning: Concepts and conceptions. International Journal of Lifelong Education, 19(1), 2-19.
  • Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20.
  • Axtell, C., Wall, T., Stride, C., Pepper, K., Clegg, C., Gardner, P. ve Bolden, R. (2002). Familiarity breeds content: The impact of exposure to change on employee openness and well‐being. Journal of Occupational and Organizational Psychology, 75(2), 217-231.
  • Balasubramanian, K., Thamizoli, P., Umar, A. ve Kanwar, A. (2010). Using mobile phones to promote lifelong learning among rural women in Southern India. Distance Education, 31(2), 193-209.
  • Barros, R. ve Monteiro, A. (2015). E-learning for lifelong learning of female inmates: The EPRIS project Paper presented. The proceedings of EDULEARN15 Conference, Barcelona, Spain.
  • Blaschke, L. M. (2021). The dynamic mix of heutagogy and technology: Preparing learners for lifelong learning. British Journal of Educational Technology, 52(4), 1629-1645.
  • Botner, E. (2018). Impact of a virtual learning program on social isolation for older adults. Therapeutic Recreation Journal, 52(2).
  • Bougherara, R. ve Nani, H. (2021). Investigating the teachers’ application of socio-cognitive theory to promote efl students’ autonomy case study: Third- year students in Kasdi Merbah University, Ouargla, Algeria. Base for Electronic Educational Sciences, 2(2), 1-10.
  • Boztepe, Ö. ve Demirtaş, Z. (2016). The adaptation of lifelong learning scale into Turkish culture. Journal of Family Counseling and Education, 1(1), 10-17.
  • Bryk, A. S. ve Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40-45.
  • Büyüköztürk, Ş. (2002). Sosyal bilimler için veri ve analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. Pegem A Yayıncılık.
  • Centeno, V. (2011). Lifelong learning: A policy concept with a long past but a short history. International Journal of Lifelong Education, 30(2), 133-150.
  • Cesario, F. J. (1976). Value of time in recreation benefit studies. Land Economics, 52(1), 32-41.
  • Chang, D. F., Wu, M. K. ve Lin, S. P. (2012). Adults engaged in lifelong learning in Taiwan: Analysis by gender and socioeconomic status. Australian Journal of Adult Learning, 52(2), 310-335.
  • Chlon-Dominczak, A. ve Lis, M. (2013). Does gender matter for lifelong learning activity?. IBS Working Paper. No. 16.2.A.
  • Collins, J. (2004). Education techniques for lifelong learning: Principles of adult learning. Radiographics, 24(5), 1483-1489.
  • Cook, D. (2008). Binary response and logistic regression analysis. Beyond traditional statistical methods içinde. Iowa State University Press.
  • Cornford, I. R. (2002). Learning-to-learn strategies as a basis for effective lifelong learning. International Journal of Lifelong Education, 21(4), 357-368.
  • Crick, R. D. ve Yu, G. (2008). Assessing learning dispositions: Is the effective lifelong learning inventory valid and reliable as a measurement tool?. Educational Research, 50(4), 387–402.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve Lisrel uygulamaları (2. Baskı). Ankara: Pegem Akademi Yayıncılık.
  • Darban, M. ve Polites, G. L. (2016). Do emotions matter in technology training? Exploring their effects on individual perceptions and willingness to learn. Computers in Human Behavior, 62, 644-657.
  • David, M. E. (2008). Social inequalities, gender and lifelong learning: A feminist, sociological review of work, family and education. International Journal of Sociology and Social Policy, 27(7/8), 260-272.
  • Day, C. (2002). Developing teachers: The challenges of lifelong learning. Routledge.
  • European Commission (1993). Green paper on the European dimension of education. Brussels: European Commission.
  • European Commission (1995). White paper on education and training teaching and learning towards the learning society. Brussels: European Commission.
  • European Commission (2001). Making a European area of lifelong learning a reality. Brussels: European Commission.
  • Field, A. (2005). Discovering statistics using SPSS (2. Baskı). London: Sage Publication.
  • Fraenkel, J. R., Wallen, N. E. ve Hyun, H. H. (2012). How to design and evaluate research in education (8. Baskı), New York: McGraw-Hill.
  • Garson, G. D. (2008). Logistic Regression: Statnotes. North Carolina State University, 5(21), 08.
  • Gorges, J., Schwinger, M. ve Kandler, C. (2013). Linking university students’ willingness to learn to their recollections of motivation at secondary school. Europe’s Journal of Psychology, 9(4), 764-782.
  • Gökyer, N., Bakcak, S., Cihangiroglu, N., Koçak, O. ve Yilmaz, G. (2018). Lifelong learning tendencies of teacher candidates studying in pedagogical formation program. Journal of Education and Training Studies, 6(11a), 33-44.
  • Griffin, C. (1999). Lifelong learning and social democracy. International Journal of Lifelong Education, 18(5), 329-342.
  • Güleç, İ., Çelik, S. ve Demirhan, B. (2012). Yaşam boyu öğrenme nedir? Kavram ve kapsamı üzerine bir değerlendirme. Sakarya University Journal of Education, 2(3), 34-48.
  • Gür Erdoğan, D. ve Arsal, Z. (2016). The development of lifelong learning trends scale. Sakarya University Journal of Education, 6(1), 114-122.
  • Hargreaves, D. H. (2004). Learning for life: The foundations for lifelong learning. Policy Press.
  • Haseski, H. İ. ve Odabaşı, H. F. (2017). Positions and preferences: Faculty goes for lifelong learning, a view from Turkey. International Journal of Higher Education, 6(6), 19-30.
  • Kaya, K. (2020). Examining the lifelong learning tendencies of sport sciences faculty students. Journal of Education and Learning, 9(3), 99-105.
  • Keskinkılıç Kara, B. (2019). Hayat boyu öğrenmenin amacı, kapsamı ve tarihsel gelişimi. F. Ereş (Ed.) Yetişkin eğitimi ve hayat boyu öğrenme içinde (s. 95-108). Pegem Akademi Yayıncılık.
  • Lengrad, P. (1985). Lifelong education: Growth of the consept. The International Enclyclopedia of Education, V. Torsten Husen, T. Neville. Postlethwaite, Pergamon, Oxford, p. 3067.
  • London, M. (2011). Lifelong learning: Introduction. The Oxford Handbook of Lifelong Learning (online). Oxford: Oxford University Press.
  • McCombs, B. L. (1991). Motivation and lifelong learning. Educational Psychologist, 26(2), 117-127.
  • Mertler,C. A. ve Vannatta, R. A. (2005). Advanced and multivariate statistical methods: Practical application and interpretation (3. Baskı). Glendale, CA: Pyrczak Publishing.
  • Moustakas, L. (2018). Motivation and obstacles to adult participation in lifelong learning programs: The effect of gender and age. Open Journal for Educational Research, 2(1), 45-56.
  • Murray, H. (2015). Lifelong learning in the twenty-first century: An investigation of the interrelationships between self-directed learning and lifelong learning. Yayımlanmamış Doktora Tezi. Cincinnati: ABD.
  • Noklang, S. (2020). The development of self-directed learning skills of teacher candidates through community-based recreation program. Participatory Educational Research, 7(3), 217-229.
  • Özen, R. ve Öztürk, D. S. (2016). The Relationship between pre-service teachers' lifelong learning tendencies and teaching profession anxiety levels. Universal Journal of Educational Research, 4(12A), 7-15.
  • Sharples, M. (2000). The design of personal mobile technologies for lifelong learning. Computers & Education. 34. 177- 193.
  • Solmazand, D. Y. ve Aydin, G. (2016). Evaluation of lifelong learning tendencies of pre-service teachers. The Anthropologist, 24(1), 55-63.
  • Stadnicka, D. ve Sakano, K. (2017). Employees motivation and openness for continuous improvement: Comparative study in Polish and Japanese companies. Management and Production Engineering Review 8(3), 70-86.
  • Sugiyono. (2013). Metode penelitian pendidikan pendekatan kuantitatif. Kualitatif dan R&D. Bandung: Alfabeta.
  • Şen, N. ve Yıldız Durak, H. (2022). Examining the relationships between English teachers’ lifelong learning tendencies with professional competencies and technology integrating self-efficacy. Education and Information Technologies, 1-36.
  • Tabachnick, B.G. ve Fidell, L.S. (2007). Using multivariate statistics (5. Baskı). Allyn and Bacon.
  • Tate, R. (1992). General linear model applications. Unpublished manuscript, Florida State University.
  • Tatlıdil, H. (1996). Uygulamalı çok değişkenli istatistiksel analiz. Ankara: Engin Yayınları.
  • Tezer, M. ve Aynas, N. (2018). The effect of university education on lifelong learning tendency. Cypriot Journal of Educational Sciences, 13(1), 66-80.
  • Thongmak, M. (2021). Inquiring into lifelong learning intention: Comparisons of gender, employment status, and media exposure. International Journal of Lifelong Education, 40(1), 72-90.
  • TÜİK (Türkiye İstatistik Kurumu), (2022). Toplumsa cinsiyet istatistikleri 2021. Yayın No: 4651. ISBN 978-605-7613-98-1. 14 Eylül 2022 tarihinde https://data.tuik.gov.tr/Bulten/Index?p=Istatistiklerle-Kadin-2021-45635#:~:text=Hanehalk%C4%B1%20i%C5%9Fg%C3%BCc%C3%BC%20ara%C5%9Ft%C4%B1rmas%C4%B1%20sonu%C3%A7lar%C4%B1na%20g%C3%B6re,Edirne%2C%20K%C4%B1rklareli)%20b%C3%B6lgesinde%20ger%C3%A7ekle%C5%9Fti. Adresinden edinilmiştir.
  • UNESCO (1972). Final report of third international conference on adult education. Tokyo: UNESCO Publishing.
  • UNESCO (1985). Final report of the fourth international conference on adult education. Paris: UNESCO Publishing.
  • UNESCO (1996). Learning: The treasure within. France: UNESCO Publishing.
  • Verduin, J. R., McEwen, D. N. ve Osgood, N. (1984). Adults and their leisure: The need for lifelong learning. Journal of Leisure Research, 16(4), 355-357.
  • Warford, L. J. (2002). Funding lifelong learning--A national priority. Community College Journal, 72(3), 15-23. We are social report. (2022). Digital 2022: Another year of bumper growth. 11 Ekim 2022 tarihinde https://wearesocial.com/uk/blog/2022/01/digital-2022-another-year-of-bumper-growth-2/ adresinden edinilmiştir.
  • Wielkiewicz, R. M. ve Meuwissen, A. S. (2014). A lifelong learning scale for research and evaluation of teaching and curricular effectiveness. Teaching of Psychology, 41(3),220-227.
  • Yağar, F. ve Dökme, S. (2018). Niteliksel araştırmaların planlanması: Araştırma soruları, örneklem seçimi, geçerlik ve güvenirlik. Gazi Sağlık Bilimleri Dergisi, 3(3), 1-9.
  • Yaman, F. (2014). Öğretmenlerin yaşamboyu öğrenme eğilimlerinin incelenmesi (Diyarbakır ili örneği). Yayımlanmamış Yüksek Lisans Tezi. Dicle Üniversitesi Eğitim Bilimleri Enstitüsü: Diyarbakır.
  • Yang, J. ve Valdes-Cotera, R. (2011). Conceptual evolution and policy developments in lifelong learning. UNESCO Institute for Lifelong Learning. Feldbrunnenstrasse 58, 20148 Hamburg, Germany.
  • Yıldızlı, H. (2019). Hayat boyu öğrenmenin amacı ve kapsamı. Güçlü, M. (Ed.). Yetişkin eğitimi ve hayat boyu öğrenme içinde (s. 107-121). Pegem Akademi Yayıncılık.
  • Yükseköğretim Kurulu, (2018). Yeni öğretmen yetiştirme lisans programları. 15 Eylül 2022 tarihinde https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari adresinden edinilmiştir.
  • Zakay, D., Ellis, S. ve Shevalsky, M. (2004). Outcome value and early warning indications as determinants of willingness to learn from experience. Experimental Psychology, 51(2), 150-157.
Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular İletişim ve Medya Çalışmaları
Bölüm Makaleler
Yazarlar

Derya Orhan Göksün 0000-0003-0194-0451

Erken Görünüm Tarihi 25 Aralık 2022
Yayımlanma Tarihi 26 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 7 Sayı: 2

Kaynak Göster

APA Orhan Göksün, D. (2022). ÖĞRETMEN ADAYLARININ YAŞAM BOYU ÖĞRENME DÜZEYLERİNİN YORDAYICILARI. Sosyolojik Düşün, 7(2), 155-184. https://doi.org/10.37991/sosdus.1205327

Cited By

YABANCI DİL EĞİTİMİ’NDE SOSYOLOJİK YAKLAŞIM VE UYGULAMALARIN KOMPOZİSYON YAZIMINA ETKİSİ
Sosyolojik Düşün
https://doi.org/10.37991/sosdus.1434580
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