Faculty Members’ Views on the Effectiveness of Teacher Training Programs to Upskill Life-Long Learning Competence

Year 2016, Volume: 16 Issue: 63, 0 - 0, 15.04.2016

Hilal Kazu Demet Demıralp

Abstract

Problem Statement: Teacher training programs are expected to provide
teachers with life-long learning competence and enable them to practice
this competence after graduation in all areas of their lives. In this way,
teachers who undergo qualified pre-service training in accordance with
the concept of life-long learning will shape the education system as their
practices will renew themselves, and they will train future generations
accordingly. However, at the point at which these expectations are
implemented, the extent to which these teacher training programs are
effective in upskilling life-long learning competence is unclear. The views
of the members of the Faculty of Education on this topic therefore are
important, since they are the programs’ practitioners.
Purpose of the Study: This study was conducted to determine faculty
members’ views on the effectiveness of teacher training programs (TTP) to
upskill life-long learning competence.
Method: The study was carried out with phenomenological pattern
qualitative research methods. The study’s working group consists of seven
faculty members determined by sampling method. The data were
collected via in-depth interviews using semi-structured interview forms
developed by the researchers. In analyzing the data, the content analysis
approach was adopted.

Findings: The faculty members’ views on the effectiveness of teacher training programs to upskill life-long learning competence were collected under four themes. The themes consist of “pre-service teachers’ possession of the characteristics of life-long learners,” “how TTPs reflect the Bologna Process,” “whether life-long learning competence is upskilled via TTPs,” “the expectations that TTPs will upskill life-long learning competence and suggestions for those programs.”
Conclusions and Recommendations: The faculty members’ views show that the Bologna Process is in practice inadequately reflected in the academic activities of faculties of education. The study also concludes that teacher training programs are insufficient to upskill life-long learning competence, to improve pre-service teachers' self-improvement; the study also concludes that the faculties of education ignore the need to upskill life-long learning competence in the current programs. In order to equip pre-service teachers with life-long learning competence, the faculty members suggest that the programs be updated, be equipped with more basic skills, and prioritize practicing during learning process. In order to achieve all these goals, they recommend reducing the programs’ quota and establishing quality standards by evaluating faculty members' competences.
Keywords: Life-long learning, Teacher training, Bologna process, Turkey higher education qualifications framework, Phenomenology