PREDICTORS OF PRE-SERVICE TEACHERS’ LIFELONG LEARNING LEVELS

Yıl 2022, , 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

ÖĞRETMEN ADAYLARININ YAŞAM BOYU ÖĞRENME DÜZEYLERİNİN YORDAYICILARI

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

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