Research Article
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EFFECT OF POSTGRADUATE EDUCATION ON LIFELONG LEARNING SKILLS: CASE FROM TEACHERS OF SCIENCE

Year 2019, Volume: 19 Issue: 3, 981 - 998, 11.10.2019
https://doi.org/10.17240/aibuefd.2019.19.49440-453854

Abstract

The current study aimed at describing the
perceptions of teachers of Science (teachers teaching Science lessons at
secondary schools grades from 6, 7 and 8, and teachers teaching Physics, Chemistry
or Biology lessons grades from 9, 10, 11 and 12 at high schools) on how
postgraduate education affects their lifelong-learning skills. As a qualitative
case study, it adopted a descriptive methodology. The study concentrated on 11
postgraduate students studying at various universities at various departments
of education faculties who are serving as teachers of Science at the same time
at various secondary and/or high schools in North Cyprus. The in-depth
interviews, interviews, actual-teaching-time observations and diary-keepings
were conducted. Data were analyzed using content analysis from the transcribed
interviews, from the diaries kept and from the observation checklists. The
results maintained that postgraduate studies provided teachers of Science to
improve their instructional competencies and teaching programme; enriched ways
of their learning, provided them to develop various types of teaching and
learning materials and to apply various types of measurements and evaluation
methods for improving their skills on teaching and learning; improved
organization and management skills on content, method, events and duration; and
facilitated them to conduct researches and do publications.

References

  • Ayres L, Kavanaugh K, & Knafl K. A. (2003) Within-case and across-case approaches to qualitative data analysis. Qualitative Health Research, 13(6), 871-883.
  • Bennett, R. (2006). Employers’ demand for professional transferable skills in graduates: A content analysis of 1000 job advertisements and an associated empirical study. Journal of Vocational Education and Training, 54(4), 457-476. doi: 10.1080/13636820200200209
  • Boeren, E. (2017a). Understanding adult lifelong learning participation as a layered problem: Studies in Continuing Education, 39(2), 161-175. doi: 10.1080/0158037X.2017.1310096
  • Boeren, E. (2017b). Researching lifelong learning participation through an interdisciplinary lens. International Journal of Research and Method in Education, 40(3), 299-310. doi: 10.1080/1743727X.2017.1287893
  • Boud, D., & Lee, A. (2005). ‘Peer learning’ as a pedagogic discourse for research education. Studies in Higher Education, 30(5), 501-516. doi: 10.1080/03075070500249138
  • Brew, A. (2012). Teaching and research: New relationships and their implications for inquiry-based teaching and learning in higher education. Higher Education Research & Development: 30th Anniversary Issue, 31(1), 101-114. doi: 10.1080/07294360.2012.642844
  • Bryar, R., M. (2000). An examination of the case study. Nurse Researcher 7(2), 61-79.
  • Chadha, D. (2006). A curriculum model for transferable skills development. Engineering Education, 1(1), 19-24. doi; 10.11120/ened.2006.01010019
  • Cofré, H., Vergana, C., Lederman, N., G., Lederman, J., S., Santibáñez, D., Jiménez, J., & Yancovic, M. (2014). Improving Chilean in-service elementary teachers’ understanding of nature of Science using self-contained NOS and content-embedded mini courses. Journal of Science Teacher Education, 25(7), 759-783. doi: 10.1007/s10972-014-9399-7
  • Cryer, P. (1998). Transferable skills, marketability and lifelong learning: The particular case of postgraduate research students. Studies in Higher Education, 23(2), 207-216. doi: 10.1080/03075079812331380394
  • Dekker, H., & Wolff, S., W. (2016, December 5). Re-inventing research based teaching and learning. Paper presented at the European Forum for Enhanced Collaboration in Teaching of the European University Association, Brussels, Retrieved from http://www.educationandlearning.nl/uploads/cfeal/ attachments/Dekker%2C%20H.%2C%20Walsarie-Wolff%2C%20S.%20%282016%29%20Re-inventing%20Research-Based%20 Teaching%20and% 20Learning.pdf
  • Dolores, M., A. & Tongco, C. (2007). Purposive sampling as a tool for informant selection. Ethnobotany Research and Application, 5, 147-158. doi: 10.17348/era.5.0.147-158
  • Edwards, C. (2000). Assessing what we value and valuing what we assess?: Constraints and opportunities for promoting lifelong learning with postgraduate professionals. Studies in Continuing Education, 22(2), 201-217. doi: 10.1080/713695732
  • Edwards, R., Ranson, S., & Strain, M. (2002). Reflexivity: Towards a theory of lifelong learning. International Journal of Lifelong Education, 21(6), 525-536. doi: 10.1080/0260137022000016749
  • Endedijk, M., D., Vermunt, J., D., Meijer, P., C. & Brekelmans, M. (2014). Students’ development in self-regulated learning in postgraduate professional education: A longitudinal study. Studies in Higher Education, 39(7), 1116-1138. doi: 10.1080/03075079.2013.777402
  • Field, J. (2001). Lifelong education. International Journal of Lifelong Education, 20(1-2), 3-15. doi: 10.1080/09638280010008291
  • Gordon, J., & Schontz F., C. (1990). Living with the AIDS virus: A representative case. Journal of Counselling Development. 68(3), 287-292.
  • Gouthro, P., A. (2017). The promise of lifelong learning. International Journal of Lifelong Education. The Learning Adult: Building and Reflecting on the Work of Peter Jarvis, 36(1-2), 45-59. doi: 10.1080/02601370.2017.1270067
  • Groff, J. (2010). Practitioner Guide. The Nature of Learning: Using research to inspire practices. Dumont, H., Istance, D., and Benavides, F. (eds). OECD Publications. Retrieved from January 8, 2017 https://www.oecd.org/ edu/ceri/50300814.pdf
  • Guba, E., G. (1981). Criteria for assessing the trustworthiness of naturalistic enquiries. Educational Resources Information Centre Annual Review, 29(2), 75-91.
  • Hammer, S., J., Chardon, T., Collins, P., & Hart, C. (2012). Legal educators’ perceptions of lifelong learning: Conceptualisation and practice. International Journal of Lifelong Education, 31(2), 187-201. doi: 10.1080/02601370.2012.663803
  • Harpe, B., D., L., & Radloff, A. (2000). Informed teachers and learners: The importance of assessing the characteristics needed for lifelong learning. Studies in Continuing Education, 22(2), 169-182. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/713695729?src=recsys
  • Healey, M. (2005). Linking research and teaching to benefit student learning. Journal of Geography in Higher Education, 29(2), 183-201. doi: 10.1080/03098260500130387
  • Healy, M., & Jenkins A. (2009). Developing undergraduate research and inquiry, Heslington, York: The Higher Education Academy. Retrieved January 25, 2017, from https://www.heacademy.ac.uk/ system/files/resources/developing_research-based_curricula_in_cbhe_ 14.pdf
  • Heinrich, E., Bhattacharya, M., & Rayudu, R. (2007). Preparation for lifelong learning using ePortfolios. European Journal of Engineering Education, 32(6), 653-663. doi: 10.1080/03043790701520602
  • Ho, A., Kember, D., & Hong, C. (2012). What motivates an ever-increasing number of students to enroll in part-time taught postgraduate awards. Studies in Continuing Education, 34(3), 319-338. doi: 10.1080/0158037X.2011.646979
  • Hulse, B., & Hulem, R. (2012). Engaging with research through practitioner enquiry: The perceptions of beginning teachers on a postgraduate initial teacher education programme. Education Action Research, 20(2), 313-329. doi: 10.1080/09650792.2012.676310
  • Ion, G., & Iucu, R. (2016). The impact of postgraduate studies on the teachers’ practice. European Journal of Teacher Education. Mobilising research knowledge for teaching and teacher education, 39(5), 602-615. doi: 10.1080/02619768.2016.1253674
  • Johnson, L., Lee, A., & Green, B. (2000). The PhD and the autonomous self: Gender, rationality and postgraduate pedagogy. Studies in Higher Education, 25(2), 135-147. doi: 10.1080/713696141
  • Kemp, I., J., & Seagraves, L. (1995). Transferable skills-Can higher education deliver?. Studies in Higher Education, 20(3), 315-328. doi: 10.1080/03075079512331381585
  • Kirby, J., R., Knapper, C., Lamon, P., & Egnatoff, W., J. (2010). Development of a scale to measure lifelong learning. International Journal of Lifelong Education, 29(3), 291-302. doi: 10.1080/02601371003700584
  • Krefting, L. (1991). Rigour in qualitative research: the assessment of trustworthiness. American Journal of Occupational Therapy, 45(3), 214-222.
  • Koch, T. (1994). Establishing rigour in qualitative research: the decision trail. Journal of Advanced Nursing, 19(5), 976-986.
  • Lee, M., & Morris, P. (2016). Lifelong learning, income inequality and social mobility in Singapore. International Journal of Lifelong Education, 35(3), 286-312. doi: 10.1080/02601370.2016.1165747
  • Lincoln, Y., S., & Guba, E., G. (1985). Naturalistic Enquiry. Sage, Thousand Oaks, CA.
  • Lindsay, R., Breen, R., & Jenkins, A. (2002). Academic research and teaching quality: The views of undergraduate and postgraduate students. Studies in Higher Education, 27(3), 309-327. doi: 10.1080/03075070220000699
  • McCombs, B., L. (1991). Motivation and lifelong learning. Educational Psychologist, 26(2), 117-127. doi: 10.1207/s15326985ep2602_4
  • Miles, M., B., & Huberman, A., M., (1994). Qualitative Data Analysis: An Expanded Sourcebook. Second edition. Sage Publications, Thousand Oaks CA.
  • Morse, J., M. (1994). Emerging from the data: The cognitive processes of analysis in qualitative inquiry. In Morse JM (Ed). Critical Issues in Qualitative Research Methods. Sage Publications, Thousand Oaks CA.
  • Müller, R., Remdish, S., Köhler, K., Marr, L., Repo, S., & Yndigegn, C. (2015). Easing access for lifelong learners: A comparison of European models for university lifelong learning. International Journal of Lifelong Education, 34(5), 530-550. doi: 10.1080/02601370.2015.1030350
  • Ng, P., T. (2013). An examination of lifelong learning policy rhetoric and practice in Singapore. International Journal of Lifelong Education, 32(3), 318-334. doi: 10.1080/02601370.2012.737377
  • Palmquist, M. (2006). Writing at Colorado State University: Writing Guides–Case Studies. Retrieved December 5, 2016 from http:// writing.colostate.edu/ guides/research/casestudy/
  • Pirrie, A., & Thoutenhoofd, E., D. (2013). Learning to learn in the European Reference Framework for lifelong learning. Oxford Review of Education, 39(5), 609-626. doi: 10.1080/03054985.2013.840280
  • Platt, J. (1988). What can case studies do? Studies in Qualitative Methodology, 5(4), 1-23.
  • Rasmussen, P. (2014). Lifelong learning policy in two national contexts. International Journal of Lifelong Education. Adult and Lifelong Education: The European Union, its member states and the world, 33(3), 326-342. doi: 10.1080/02601370.2014.896088
  • Robertson, J., & Blackler, G. (2006). Students’ experiences of learning in a research environment. Higher Education Research and Development, 25(3), 215-229. doi: 10.1080/07294360600792889
  • Rudd, E. (1984). Research into postgraduate education. Higher Education Research and Development, 3(2), 109-120. doi: 10.1080/0729436840030201
  • Schuetze, H., G. (2006). International concepts and agendas of lifelong learning. Compare: A Journal of Comparative and International Education, 36(3), 289-306. doi: 10.1080/03057920600872381
  • Tan, C. (2017). Lifelong learning through the SkillsFuture movement in Singapore: Challenges and prospects. International Journal of Lifelong Education, 36(3), 278-291. doi: 10.1080/02601370.2016.1241833
  • Tellis, W. (1997) Application of case study methodology. The Qualitative Report, 3(3), 1-14.
  • Tesch R. (1990). Qualitative Research: Analysis Types and Software Tools. Routledge Falmer, New York NY.
  • Thompson, T., D., B. (2004) Can the caged bird sing? Reflections on the application of qualitative research methods to case study design in homeopathic medicine. British Medical Council Medical Research Methodology, 4(4), 1-17.
  • Wieser, C. (2016). Teaching and personal educational knowledge- conceptual considerations for research on knowledge transformation. European Journal of Teacher Education. Mobilising Research Knowledge for Teaching and Teacher Education, 39(5), 588-601. doi: 10.1080/02619768.2016.1253673
  • Wilmot, K. (2016). Designing writing groups to support postgraduate students’ academic writing: A case study from a South African university. Innovations in Education and Teaching International: Latest articles, 1-9. doi: 10.1080/14703297.2016.1238775
  • Wood, K. (2000). The experience of learning to teach: Changing student teachers’ way of understanding teaching. Journal of Curriculum Studies, 32(1), 75-93. doi: 10.1080/002202700182862
  • Yin, R., K. (1994). Case Study Research: Design and Methods. Second edition. Sage, Thousand Oaks, CA.
  • Yin, R., K. (2009). Doing case study research (4th ed.). Thousand Oaks, CA: Sage.
  • Zamorski, B. (2002). Research-led teaching and learning in higher education: A case. Teaching in Higher Education, 7(4), 411-427. doi: 10.1080/135625102760553919
  • Zhu, L., & Pan, W. (2015). Application of research-informed teaching in the taught-postgraduate education of maritime law. Innovations in Education and Teaching International, 54(5), 428-437 1-10. doi: 10.1080/14703297.2015.1102080

LİSANSÜSTÜ EĞİTİMİN YAŞAMBOYU ÖĞRENME BECERİLERİNE ETKİSİ: FEN BİLGİSİ ALANI ÖĞRETMENLERİ İLE DURUM ÇALIŞMASI

Year 2019, Volume: 19 Issue: 3, 981 - 998, 11.10.2019
https://doi.org/10.17240/aibuefd.2019.19.49440-453854

Abstract

Çalışmanın amacı, Fen Bilgisi alanı
öğretmenlerinin (ortaokullarda 6-7-8. sınıflarda Fen Bilgisi dersini okutan ve
liselerde 9-10-11-12. sınıflarda Fizik, Kimya veya Biyoloji dersini okutan)
lisansüstü eğitimlerinin yaşamboyu öğrenme becerilerini nasıl etkilediğine
ilişkin algılarını belirlemektir. Betimsel bir metodoloji benimsenen bu makale,
nitel durum çalışmasıdır. Çalışma, Kuzey Kıbrıs’ta bulunan üniversitelerin
eğitim fakültelerinde lisansüstü eğitim yapan ve ortaokul ve/ya liselerde Fen
Bilgisi alanında öğretmen olarak çalışan 11 öğretmenle yapılmıştır.
Derinlemesine görüşmeler, bireysel görüşmeler ile ders-içi gözlemler yapılarak
ve günlük tutularak çalışma yürütülmüştür. Veriler, kaydedilen görüşmelerden,
tutulan günlüklerden ve ders-içi gözlem kayıtlarından içerik analizi yapılarak
analiz edilmiştir. Araştırmanın sonucunda, Fen Bilgisi alanı öğretmenlerinin
öğretim yeterliklerini geliştirdiği, öğretim programının geliştirilmesini
sağladığı, öğrenme ve öğretim süreçlerini zenginleştiren yollar
geliştirmelerini sağladığı, çeşitli eğitim-öğretim materyalleri
geliştirmelerini sağladığı, çeşitli ölçüm ve değerlendirme yöntemleri
uygulamalarını sağladığı, içerik, yöntem, ders içi-dışı olaylar ve süre üzerine
geliştirilmiş organizasyon becerilerini geliştirdiği, sınıf içi-dışı araştırma
ve akademik yayın becerilerini geliştirdiği bulunmuştur.

References

  • Ayres L, Kavanaugh K, & Knafl K. A. (2003) Within-case and across-case approaches to qualitative data analysis. Qualitative Health Research, 13(6), 871-883.
  • Bennett, R. (2006). Employers’ demand for professional transferable skills in graduates: A content analysis of 1000 job advertisements and an associated empirical study. Journal of Vocational Education and Training, 54(4), 457-476. doi: 10.1080/13636820200200209
  • Boeren, E. (2017a). Understanding adult lifelong learning participation as a layered problem: Studies in Continuing Education, 39(2), 161-175. doi: 10.1080/0158037X.2017.1310096
  • Boeren, E. (2017b). Researching lifelong learning participation through an interdisciplinary lens. International Journal of Research and Method in Education, 40(3), 299-310. doi: 10.1080/1743727X.2017.1287893
  • Boud, D., & Lee, A. (2005). ‘Peer learning’ as a pedagogic discourse for research education. Studies in Higher Education, 30(5), 501-516. doi: 10.1080/03075070500249138
  • Brew, A. (2012). Teaching and research: New relationships and their implications for inquiry-based teaching and learning in higher education. Higher Education Research & Development: 30th Anniversary Issue, 31(1), 101-114. doi: 10.1080/07294360.2012.642844
  • Bryar, R., M. (2000). An examination of the case study. Nurse Researcher 7(2), 61-79.
  • Chadha, D. (2006). A curriculum model for transferable skills development. Engineering Education, 1(1), 19-24. doi; 10.11120/ened.2006.01010019
  • Cofré, H., Vergana, C., Lederman, N., G., Lederman, J., S., Santibáñez, D., Jiménez, J., & Yancovic, M. (2014). Improving Chilean in-service elementary teachers’ understanding of nature of Science using self-contained NOS and content-embedded mini courses. Journal of Science Teacher Education, 25(7), 759-783. doi: 10.1007/s10972-014-9399-7
  • Cryer, P. (1998). Transferable skills, marketability and lifelong learning: The particular case of postgraduate research students. Studies in Higher Education, 23(2), 207-216. doi: 10.1080/03075079812331380394
  • Dekker, H., & Wolff, S., W. (2016, December 5). Re-inventing research based teaching and learning. Paper presented at the European Forum for Enhanced Collaboration in Teaching of the European University Association, Brussels, Retrieved from http://www.educationandlearning.nl/uploads/cfeal/ attachments/Dekker%2C%20H.%2C%20Walsarie-Wolff%2C%20S.%20%282016%29%20Re-inventing%20Research-Based%20 Teaching%20and% 20Learning.pdf
  • Dolores, M., A. & Tongco, C. (2007). Purposive sampling as a tool for informant selection. Ethnobotany Research and Application, 5, 147-158. doi: 10.17348/era.5.0.147-158
  • Edwards, C. (2000). Assessing what we value and valuing what we assess?: Constraints and opportunities for promoting lifelong learning with postgraduate professionals. Studies in Continuing Education, 22(2), 201-217. doi: 10.1080/713695732
  • Edwards, R., Ranson, S., & Strain, M. (2002). Reflexivity: Towards a theory of lifelong learning. International Journal of Lifelong Education, 21(6), 525-536. doi: 10.1080/0260137022000016749
  • Endedijk, M., D., Vermunt, J., D., Meijer, P., C. & Brekelmans, M. (2014). Students’ development in self-regulated learning in postgraduate professional education: A longitudinal study. Studies in Higher Education, 39(7), 1116-1138. doi: 10.1080/03075079.2013.777402
  • Field, J. (2001). Lifelong education. International Journal of Lifelong Education, 20(1-2), 3-15. doi: 10.1080/09638280010008291
  • Gordon, J., & Schontz F., C. (1990). Living with the AIDS virus: A representative case. Journal of Counselling Development. 68(3), 287-292.
  • Gouthro, P., A. (2017). The promise of lifelong learning. International Journal of Lifelong Education. The Learning Adult: Building and Reflecting on the Work of Peter Jarvis, 36(1-2), 45-59. doi: 10.1080/02601370.2017.1270067
  • Groff, J. (2010). Practitioner Guide. The Nature of Learning: Using research to inspire practices. Dumont, H., Istance, D., and Benavides, F. (eds). OECD Publications. Retrieved from January 8, 2017 https://www.oecd.org/ edu/ceri/50300814.pdf
  • Guba, E., G. (1981). Criteria for assessing the trustworthiness of naturalistic enquiries. Educational Resources Information Centre Annual Review, 29(2), 75-91.
  • Hammer, S., J., Chardon, T., Collins, P., & Hart, C. (2012). Legal educators’ perceptions of lifelong learning: Conceptualisation and practice. International Journal of Lifelong Education, 31(2), 187-201. doi: 10.1080/02601370.2012.663803
  • Harpe, B., D., L., & Radloff, A. (2000). Informed teachers and learners: The importance of assessing the characteristics needed for lifelong learning. Studies in Continuing Education, 22(2), 169-182. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/713695729?src=recsys
  • Healey, M. (2005). Linking research and teaching to benefit student learning. Journal of Geography in Higher Education, 29(2), 183-201. doi: 10.1080/03098260500130387
  • Healy, M., & Jenkins A. (2009). Developing undergraduate research and inquiry, Heslington, York: The Higher Education Academy. Retrieved January 25, 2017, from https://www.heacademy.ac.uk/ system/files/resources/developing_research-based_curricula_in_cbhe_ 14.pdf
  • Heinrich, E., Bhattacharya, M., & Rayudu, R. (2007). Preparation for lifelong learning using ePortfolios. European Journal of Engineering Education, 32(6), 653-663. doi: 10.1080/03043790701520602
  • Ho, A., Kember, D., & Hong, C. (2012). What motivates an ever-increasing number of students to enroll in part-time taught postgraduate awards. Studies in Continuing Education, 34(3), 319-338. doi: 10.1080/0158037X.2011.646979
  • Hulse, B., & Hulem, R. (2012). Engaging with research through practitioner enquiry: The perceptions of beginning teachers on a postgraduate initial teacher education programme. Education Action Research, 20(2), 313-329. doi: 10.1080/09650792.2012.676310
  • Ion, G., & Iucu, R. (2016). The impact of postgraduate studies on the teachers’ practice. European Journal of Teacher Education. Mobilising research knowledge for teaching and teacher education, 39(5), 602-615. doi: 10.1080/02619768.2016.1253674
  • Johnson, L., Lee, A., & Green, B. (2000). The PhD and the autonomous self: Gender, rationality and postgraduate pedagogy. Studies in Higher Education, 25(2), 135-147. doi: 10.1080/713696141
  • Kemp, I., J., & Seagraves, L. (1995). Transferable skills-Can higher education deliver?. Studies in Higher Education, 20(3), 315-328. doi: 10.1080/03075079512331381585
  • Kirby, J., R., Knapper, C., Lamon, P., & Egnatoff, W., J. (2010). Development of a scale to measure lifelong learning. International Journal of Lifelong Education, 29(3), 291-302. doi: 10.1080/02601371003700584
  • Krefting, L. (1991). Rigour in qualitative research: the assessment of trustworthiness. American Journal of Occupational Therapy, 45(3), 214-222.
  • Koch, T. (1994). Establishing rigour in qualitative research: the decision trail. Journal of Advanced Nursing, 19(5), 976-986.
  • Lee, M., & Morris, P. (2016). Lifelong learning, income inequality and social mobility in Singapore. International Journal of Lifelong Education, 35(3), 286-312. doi: 10.1080/02601370.2016.1165747
  • Lincoln, Y., S., & Guba, E., G. (1985). Naturalistic Enquiry. Sage, Thousand Oaks, CA.
  • Lindsay, R., Breen, R., & Jenkins, A. (2002). Academic research and teaching quality: The views of undergraduate and postgraduate students. Studies in Higher Education, 27(3), 309-327. doi: 10.1080/03075070220000699
  • McCombs, B., L. (1991). Motivation and lifelong learning. Educational Psychologist, 26(2), 117-127. doi: 10.1207/s15326985ep2602_4
  • Miles, M., B., & Huberman, A., M., (1994). Qualitative Data Analysis: An Expanded Sourcebook. Second edition. Sage Publications, Thousand Oaks CA.
  • Morse, J., M. (1994). Emerging from the data: The cognitive processes of analysis in qualitative inquiry. In Morse JM (Ed). Critical Issues in Qualitative Research Methods. Sage Publications, Thousand Oaks CA.
  • Müller, R., Remdish, S., Köhler, K., Marr, L., Repo, S., & Yndigegn, C. (2015). Easing access for lifelong learners: A comparison of European models for university lifelong learning. International Journal of Lifelong Education, 34(5), 530-550. doi: 10.1080/02601370.2015.1030350
  • Ng, P., T. (2013). An examination of lifelong learning policy rhetoric and practice in Singapore. International Journal of Lifelong Education, 32(3), 318-334. doi: 10.1080/02601370.2012.737377
  • Palmquist, M. (2006). Writing at Colorado State University: Writing Guides–Case Studies. Retrieved December 5, 2016 from http:// writing.colostate.edu/ guides/research/casestudy/
  • Pirrie, A., & Thoutenhoofd, E., D. (2013). Learning to learn in the European Reference Framework for lifelong learning. Oxford Review of Education, 39(5), 609-626. doi: 10.1080/03054985.2013.840280
  • Platt, J. (1988). What can case studies do? Studies in Qualitative Methodology, 5(4), 1-23.
  • Rasmussen, P. (2014). Lifelong learning policy in two national contexts. International Journal of Lifelong Education. Adult and Lifelong Education: The European Union, its member states and the world, 33(3), 326-342. doi: 10.1080/02601370.2014.896088
  • Robertson, J., & Blackler, G. (2006). Students’ experiences of learning in a research environment. Higher Education Research and Development, 25(3), 215-229. doi: 10.1080/07294360600792889
  • Rudd, E. (1984). Research into postgraduate education. Higher Education Research and Development, 3(2), 109-120. doi: 10.1080/0729436840030201
  • Schuetze, H., G. (2006). International concepts and agendas of lifelong learning. Compare: A Journal of Comparative and International Education, 36(3), 289-306. doi: 10.1080/03057920600872381
  • Tan, C. (2017). Lifelong learning through the SkillsFuture movement in Singapore: Challenges and prospects. International Journal of Lifelong Education, 36(3), 278-291. doi: 10.1080/02601370.2016.1241833
  • Tellis, W. (1997) Application of case study methodology. The Qualitative Report, 3(3), 1-14.
  • Tesch R. (1990). Qualitative Research: Analysis Types and Software Tools. Routledge Falmer, New York NY.
  • Thompson, T., D., B. (2004) Can the caged bird sing? Reflections on the application of qualitative research methods to case study design in homeopathic medicine. British Medical Council Medical Research Methodology, 4(4), 1-17.
  • Wieser, C. (2016). Teaching and personal educational knowledge- conceptual considerations for research on knowledge transformation. European Journal of Teacher Education. Mobilising Research Knowledge for Teaching and Teacher Education, 39(5), 588-601. doi: 10.1080/02619768.2016.1253673
  • Wilmot, K. (2016). Designing writing groups to support postgraduate students’ academic writing: A case study from a South African university. Innovations in Education and Teaching International: Latest articles, 1-9. doi: 10.1080/14703297.2016.1238775
  • Wood, K. (2000). The experience of learning to teach: Changing student teachers’ way of understanding teaching. Journal of Curriculum Studies, 32(1), 75-93. doi: 10.1080/002202700182862
  • Yin, R., K. (1994). Case Study Research: Design and Methods. Second edition. Sage, Thousand Oaks, CA.
  • Yin, R., K. (2009). Doing case study research (4th ed.). Thousand Oaks, CA: Sage.
  • Zamorski, B. (2002). Research-led teaching and learning in higher education: A case. Teaching in Higher Education, 7(4), 411-427. doi: 10.1080/135625102760553919
  • Zhu, L., & Pan, W. (2015). Application of research-informed teaching in the taught-postgraduate education of maritime law. Innovations in Education and Teaching International, 54(5), 428-437 1-10. doi: 10.1080/14703297.2015.1102080
There are 59 citations in total.

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Primary Language English
Journal Section Articles
Authors

Hale Erden 0000-0003-4177-6203

Publication Date October 11, 2019
Submission Date August 15, 2018
Published in Issue Year 2019 Volume: 19 Issue: 3

Cite

APA Erden, H. (2019). EFFECT OF POSTGRADUATE EDUCATION ON LIFELONG LEARNING SKILLS: CASE FROM TEACHERS OF SCIENCE. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 981-998. https://doi.org/10.17240/aibuefd.2019.19.49440-453854