Research Article
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Examination of Primary School and Middle School Teachers’ Lifelong Learning Tendencies Based on Various Variables

Year 2019, , 729 - 741, 15.07.2019
https://doi.org/10.12973/eu-jer.8.3.729

Abstract

The purpose of this study is to determine whether or not teachers’ lifelong learning tendencies vary by gender, professional field, educational level of service, professional seniority, and frequency of reading a book, magazine, and newspaper. The study employs a descriptive research model. Its population consists of primary teachers and field teachers working in the central district of Kayseri province, located in the middle part of Turkey, in the 2015-2016 academic year. The study group consists of 380 teachers chosen from this population through stratified sampling. The data were collected through Personal Information Form and Lifelong Learning Tendency Scale developed by Diker-Coskun. The obtained data were analyzed via SPSS 20.00 at 0.05 significance level. The study revealed that the teachers working in the middle part of Turkey have low lifelong learning tendencies. Also, the study determined that the teachers’ lifelong learning tendencies significantly vary by gender, professional field, educational level of service, and frequency of reading a book, magazine, and newspaper, but professional seniority is not a factor that leads to a significant difference in lifelong learning tendency.


References

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  • Aksoy, M. (2013). Kavram olarak hayatboyu ogrenme ve hayatboyu ogrenmenin Avrupa Birligi seruveni [Lifelong learning as a concept and the European Union adventure of lifelong learning]. Bilig, 64, 23-48.
  • Arcagok, S. & Sahin, C. (2014). Ogretmenlerin yasam boyu ogrenme yeterlik duzeyinin cesitli degiskenler acısından incelenmesi [Examination of the teachers’ lifelong learning competences levels in terms of some variables]. Adıyaman Universitesi Sosyal Bilimler Enstitusu Dergisi, 16, 394-417.
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  • Ayaz, C. (2016). Ogretmenlerin yasamboyu ogrenme eğilimlerinin bazı degiskenler acısından incelenmesi [The analysis of lifelong learning tendencies of teachers in terms of some variables] (Unpublished master’s thesis). Bartin University, Bartin, Turkey.
  • Ayhan, S. (2005). Dunden bugune yasam boyu ogrenme [Lifelong learning from past to present]. In Sayilan, F. and Yildiz, A. (Prep.) Yasam Boyu Ogrenme: Sempozyum Bildirileri ve Tartismalar: I. Yasamboyu Ogrenme Sempozyumu [Lifelong Learning: Symposium Proceedings and Discussions: The 1st Lifelong Learning Symposium].
  • Ayra, M. (2015). Ogretmenlerin yasam boyu ogrenme egilimlerinin mesleki oz-yeterlilik inanclari ile iliskisi [The relationship of the lifelong learning tendencies of teachers with their self-confidence about their vocational proficiency]. (Unpublished master’s thesis). Amasya University, Amasya, Turkey.
  • Bolhuis, S. (2003). Towards process-oriented teaching for self-directed lifelong learning: a multidimensional perspective. Learning and Instruction, 13(3), 327-347. https://doi.org/10.1016/S0959-4752(02)00008-7
  • Boztepe O., & Demirtas Z. (2018). Ogretmen adaylarinin yasam boyu ogrenme ve iletisim memnuniyet duzeylerinin incelenmesi [Investigation of pre-service teachers’ lifelong learning and communication satisfaction levels]. Yuksekogretim ve Bilim Dergisi [Journal of Higher Education and Science], 8(2), 327-335. https://doi.org/10.5961/jhes.2018.275
  • Budak, Y. (2009). Yasam boyu ogrenme ve ilkogretim programlarinin hedeflemesi gereken insan tipi [Lifelong learning and human type that should be aimed at the primary school curriculums]. Gazi University Journal of Gazi Educational Faculty, 29(3), 693- 708.
  • Buyukozturk, S., Kilic Cakmak, E., Akgun, O. E., Karadeniz, S. & Demirel, F. (2008). Bilimsel arastirma yontemleri [Scientific research methods](14th ed.). Ankara, Turkey: Pegem.
  • Bryce, J. (2004). Different ways that secondary schools orient to lifelong learning. Educational Studies, 30(1), 53-64.
  • Candy, P., Crebert, G., & O’Leary, J. (1994). Developing lifelong learners through undergraduate education. Canberra, Australia: Australian Government Printing Services.
  • Candy, P. C. (2000, July 18). Knowledge navigators and lifelong learners: Producing graduates for the information society. Higher Education Research & Development, 19(3), 261-277.
  • Candy P C (2003). Lifelong learning and information literacy. Report for U.S. National Commission on Libraries and Information Science and National Forum on Information Literacy. Retrieved from http://www.nclis.gov/libinter/infolitconf&meet/papers/candy-fullpaper.pdf
  • Coolahan, J. (2002). Teacher Education and the Teaching Career in an Era of Lifelong Learning: OECD Education Working Papers, No. 2. Paris, France: OECD Publishing. https://doi.org/10.1787/226408628504
  • Coskun, Y. D. (2009). Universite ogrencilerinin yasam boyu ogrenme egilimlerinin bazi degiskenler acisindan incelenmesi [Investigation of lifelong learning tendency of undergraduate students in terms of some variables] (Unpublished doctoral dissertation). Hacettepe University, Ankara, Turkey.
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  • Cross, P. K. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco, CA: Jossey-Bass.
  • Cam, E. (2017). Ilkogretim ogretmenlerinin teknolojik pedagojik alan bilgisi duzeylerinin yasamboyu ogrenme, ozyeterlilik duzeyleri ve hizmetici egitim gereksinimleri acisindan incelenmesi [Examination of primary school teachers’ levels of technological pedagogical knowledge in terms of lifelong learning, self-efficacy levels and in-service training needs: Mus/Bulanik example]. (Unpublished master’s thesis). Amasya University, Amasya, Turkey.
  • Davis, B., & Sumara, D. (1997). Cognition, complexity and teacher education. Harvard Educational Review, 67(1), 105-126.
  • Delors, J. (1996). Learning: the treasure within report to UNESCO of the international commission on education for the 21st century. UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000109590
  • Demirel, M., Sadi, O., & Dagyar, M. (2016). An investigation of science teachers’ lifelong learning competencies (The case of Karaman). Pegem Journal of Education & Instruction, 6(1), 19-40.
  • Derrick, M. G. (2003). Creating environments conducive for lifelong learning. Retrieved from: https://onlinelibrary.wiley.com/doi/epdf/10.1002/ace.115
  • Doyle, C. S. (1994). Information literacy in an information society: a concept for the information age. New York, NY: Syracuse University. Retrieved from https://files.eric.ed.gov/fulltext/ED372763.pdf
  • Dundar, H. (2016). Sinif ogretmeni adaylarinin yasam boyu ogrenme egilimlerinin incelenmesi [Investigating lifelong learning tendencies of classroom teacher candidates] (Unpublished master’s thesis). Ataturk University, Erzurum, Turkey.
  • Erdamar, G., Demirkan, O., Saracoglu, G., & Alpan, G. (2017). Lise ogretmenlerinin yasam boyu ogrenme egilimleri ve egitsel internet kullanma oz-yeterlik inanclari [The relationship between high school teachers’ life-long learning tendencies and their educational internet use self-efficacy beliefs]. Abant Izzet Baysal Universitesi Egitim Fakultesi Dergisi, 17(2), 636-657.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th Ed.). New York, NY: McGraw-Hill.
  • Friesen, N., & Anderson, T. (2004). Interaction for lifelong learning. British Journal of Educational Technology, 35(6), 679-687.
  • Hager, P. (2004). Lifelong learning in the workplace? challenges and issues. Journal of Workplace Learning, 16(1/2), 22-32. https://doi.org/10.1108/13665620410521486
  • Ileri, S. (2017). Din kulturu ve ahlak bilgisi ogretmenlerinin yasam boyu ogrenme egilimleri ve hayat boyu ogrenme faaliyetlerine katilim duzeyleri [Religious culture and ethics teachers’ lifelong learning trends and levels of participation in lifelong learning activities]. (Unpublished master’s thesis). Dokuz Eylul University, Izmir, Turkey.
  • Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice. London, UK: Routledge Falmer.
  • Jenkins, R. (2004). Social identity (2nd Ed.). Abingdon, UK: Routlege.
  • Livingstone, D. W. (2001). Adults’ informal learning: definitions, findings, gaps, and future research. Toronto, Canada: Ontario Institute for Studies in Education of the University of Toronto (OISE/UT).
  • Kazu, I. Y. & Erten, P. (2016). Ogretmenlerin yasam boyu ogrenme yeterlilikleri [Teachers’ lifelong learning competencies]. Ilkogretim Online, 15(3), 838-854.
  • Kartal, M. (2006). Bilimsel arastirmalarda hipotez testleri [Hypothesis testing in scientific research]. Ankara, Turkey: Nobel.
  • Keskin, I., & Yazar, T. (2015). Examining digital competence of teachers within the context of lifelong learning based on of the twenty-first century skills. Journal of Human Sciences, 12(2), 1691-1711.
  • Kilic, H. (2015). Ilkogretim brans ogretmenlerinin bireysel yenilikcilik duzeyleri ve yasam boyu ogrenme egilimleri [Primary subject teachers’ individual innovativeness levels and lifelong learning tendencies] (Unpublished master’s thesis). Pamukkale University, Denizli, Turkey.
  • Kosir, S. & Breznik, K. (2011). Some aspects of networking of lifelong learning. In V. Dermol, N. T. Sirca, G. Dakovic & U. Lindav (Eds.), Knowledge as business opportunity: Proceedings of the Management, Knowledge and Learning International Conference (pp. 539-548). Celje, Slovenia: International School for Social and Business Studies.
  • Kullich, J. (1982). Lifelong education and the universities: A Canadian perspective. International Journal of Lifelong Education, 1(2), 123-142.
  • Lengrad P. (1985). Lifelong education: Growth of the concept. In T. Husen & T. N. Postlethwaite (eds.), The international encyclopedia of education, V.5. Oxford, UK: Pergamon.
  • Merter, F. & Koc, S. (2010, May). Ilkogretim ogretmenlerinin bilgi egitimi tutumu konusundaki tutumlari [Primary school teachers’ attitudes concerning knowledge teaching attitudes]. Paper presented at the IX. Ulusal Sınıf Ogretmenligi Sempozyumu [9th National Primary Teaching Symposium], Firat University, Elazig, Turkey.
  • Milli Egitim Bakanligi (2008). Ogretmen yeterlikleri: Ogretmenlik meslegi genel ve ozel alan yeterlikleri [Teacher competencies: general and special field competencies in teaching]. Ankara, Turkey: Milli Egitim Bakanligi.
  • Murphy, T. F. M. (1999). Power and knowledge in education: a critical exploration of lifelong learning (Unpublished Doctoral Dissertation). Northern Illinois University, Illinois, USA.
  • Odabasi, H., Odabasi, Z., & Polat, C. (2008). Universite ogrencilerinin okuma aliskanligi: Ankara universitesi ornegi [Reading habit of university students: The model of Ankara university]. Bilgi Dunyasi [Information World], 9(2), 431-465.
  • Okcabol, R. (2005). Ogretmen yetistirme sistemimiz [Our teacher training system]. Ankara, Turkey: Utopya.
  • Otten, H. & Ohana, Y. (2009). The eight key competencies for lifelong learning: an appropriate framework within which to develop the competence of trainers in the field of European youth work or just plain politics? SALTO-YOUTH Training and Cooperation Resource Center. Retrieved from https://www.salto-youth.net/downloads/4-17-1881/Trainer_%20Competence_study_final.pdf
  • Ozciftci, M., & Cakir, R. (2015). Ogretmenlerin yasam boyu ogrenme egilimleri ve egitim teknolojisi standartlari ozyeterliklerinin incelenmesi [Teachers’ lifelong learning trends and self-efficiencies about the educational technology standards]. Egitim Teknolojisi Kuram ve Uygulama, 5(1), 1-19.
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  • Poyraz, H. (2014). Ogretmenlerin yasam boyu ogrenmelerini etkileyen faktorler ile kurumlari tarafindan desteklenme algilari arasindaki iliski [The relationship between the factors effecting teachers’ lifelong learning and their perceptions about the support from schools] (Unpublished Master’s Thesis). Sakarya University, Sakarya, Turkey.
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Year 2019, , 729 - 741, 15.07.2019
https://doi.org/10.12973/eu-jer.8.3.729

Abstract

References

  • Abukari, A. (2005). Conceptualizing lifelong learning: a reflection on lifelong learning at Lund University (Sweden) and Middlesex University (UK). European Journal of Education, 40(2), 143-154.
  • Aksoy, M. (2013). Kavram olarak hayatboyu ogrenme ve hayatboyu ogrenmenin Avrupa Birligi seruveni [Lifelong learning as a concept and the European Union adventure of lifelong learning]. Bilig, 64, 23-48.
  • Arcagok, S. & Sahin, C. (2014). Ogretmenlerin yasam boyu ogrenme yeterlik duzeyinin cesitli degiskenler acısından incelenmesi [Examination of the teachers’ lifelong learning competences levels in terms of some variables]. Adıyaman Universitesi Sosyal Bilimler Enstitusu Dergisi, 16, 394-417.
  • Aspin, D. N., Chapman, J. D., Evans, K., & Bagnal, R. (Eds.). (2012). Second international handbook of lifelong learning (Vol. 26). New York, NY: Springer Science and Business Media.
  • Ayaz, C. (2016). Ogretmenlerin yasamboyu ogrenme eğilimlerinin bazı degiskenler acısından incelenmesi [The analysis of lifelong learning tendencies of teachers in terms of some variables] (Unpublished master’s thesis). Bartin University, Bartin, Turkey.
  • Ayhan, S. (2005). Dunden bugune yasam boyu ogrenme [Lifelong learning from past to present]. In Sayilan, F. and Yildiz, A. (Prep.) Yasam Boyu Ogrenme: Sempozyum Bildirileri ve Tartismalar: I. Yasamboyu Ogrenme Sempozyumu [Lifelong Learning: Symposium Proceedings and Discussions: The 1st Lifelong Learning Symposium].
  • Ayra, M. (2015). Ogretmenlerin yasam boyu ogrenme egilimlerinin mesleki oz-yeterlilik inanclari ile iliskisi [The relationship of the lifelong learning tendencies of teachers with their self-confidence about their vocational proficiency]. (Unpublished master’s thesis). Amasya University, Amasya, Turkey.
  • Bolhuis, S. (2003). Towards process-oriented teaching for self-directed lifelong learning: a multidimensional perspective. Learning and Instruction, 13(3), 327-347. https://doi.org/10.1016/S0959-4752(02)00008-7
  • Boztepe O., & Demirtas Z. (2018). Ogretmen adaylarinin yasam boyu ogrenme ve iletisim memnuniyet duzeylerinin incelenmesi [Investigation of pre-service teachers’ lifelong learning and communication satisfaction levels]. Yuksekogretim ve Bilim Dergisi [Journal of Higher Education and Science], 8(2), 327-335. https://doi.org/10.5961/jhes.2018.275
  • Budak, Y. (2009). Yasam boyu ogrenme ve ilkogretim programlarinin hedeflemesi gereken insan tipi [Lifelong learning and human type that should be aimed at the primary school curriculums]. Gazi University Journal of Gazi Educational Faculty, 29(3), 693- 708.
  • Buyukozturk, S., Kilic Cakmak, E., Akgun, O. E., Karadeniz, S. & Demirel, F. (2008). Bilimsel arastirma yontemleri [Scientific research methods](14th ed.). Ankara, Turkey: Pegem.
  • Bryce, J. (2004). Different ways that secondary schools orient to lifelong learning. Educational Studies, 30(1), 53-64.
  • Candy, P., Crebert, G., & O’Leary, J. (1994). Developing lifelong learners through undergraduate education. Canberra, Australia: Australian Government Printing Services.
  • Candy, P. C. (2000, July 18). Knowledge navigators and lifelong learners: Producing graduates for the information society. Higher Education Research & Development, 19(3), 261-277.
  • Candy P C (2003). Lifelong learning and information literacy. Report for U.S. National Commission on Libraries and Information Science and National Forum on Information Literacy. Retrieved from http://www.nclis.gov/libinter/infolitconf&meet/papers/candy-fullpaper.pdf
  • Coolahan, J. (2002). Teacher Education and the Teaching Career in an Era of Lifelong Learning: OECD Education Working Papers, No. 2. Paris, France: OECD Publishing. https://doi.org/10.1787/226408628504
  • Coskun, Y. D. (2009). Universite ogrencilerinin yasam boyu ogrenme egilimlerinin bazi degiskenler acisindan incelenmesi [Investigation of lifelong learning tendency of undergraduate students in terms of some variables] (Unpublished doctoral dissertation). Hacettepe University, Ankara, Turkey.
  • Cotton, K. (1998). From high school student to lifelong learner your route to independence. Washington, DC: Northwest Regional Educational Laboratory.
  • Crick, R. D., Broadfoot, P., & Claxton, G. (2004). Developing an effective lifelong learning inventory: the ELLI project. Assessment in Education: Principles, Policy & Practice, 11(3), 247-272.
  • Cropley, A. J., & Dave, R. H. (1978). Lifelong education and the training of teachers. developing a curriculum for teacher education on the basis of the principles of lifelong education. London, Great Britain: Pergamon Press and UNESCO Institute for Education.
  • Cross, P. K. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco, CA: Jossey-Bass.
  • Cam, E. (2017). Ilkogretim ogretmenlerinin teknolojik pedagojik alan bilgisi duzeylerinin yasamboyu ogrenme, ozyeterlilik duzeyleri ve hizmetici egitim gereksinimleri acisindan incelenmesi [Examination of primary school teachers’ levels of technological pedagogical knowledge in terms of lifelong learning, self-efficacy levels and in-service training needs: Mus/Bulanik example]. (Unpublished master’s thesis). Amasya University, Amasya, Turkey.
  • Davis, B., & Sumara, D. (1997). Cognition, complexity and teacher education. Harvard Educational Review, 67(1), 105-126.
  • Delors, J. (1996). Learning: the treasure within report to UNESCO of the international commission on education for the 21st century. UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000109590
  • Demirel, M., Sadi, O., & Dagyar, M. (2016). An investigation of science teachers’ lifelong learning competencies (The case of Karaman). Pegem Journal of Education & Instruction, 6(1), 19-40.
  • Derrick, M. G. (2003). Creating environments conducive for lifelong learning. Retrieved from: https://onlinelibrary.wiley.com/doi/epdf/10.1002/ace.115
  • Doyle, C. S. (1994). Information literacy in an information society: a concept for the information age. New York, NY: Syracuse University. Retrieved from https://files.eric.ed.gov/fulltext/ED372763.pdf
  • Dundar, H. (2016). Sinif ogretmeni adaylarinin yasam boyu ogrenme egilimlerinin incelenmesi [Investigating lifelong learning tendencies of classroom teacher candidates] (Unpublished master’s thesis). Ataturk University, Erzurum, Turkey.
  • Erdamar, G., Demirkan, O., Saracoglu, G., & Alpan, G. (2017). Lise ogretmenlerinin yasam boyu ogrenme egilimleri ve egitsel internet kullanma oz-yeterlik inanclari [The relationship between high school teachers’ life-long learning tendencies and their educational internet use self-efficacy beliefs]. Abant Izzet Baysal Universitesi Egitim Fakultesi Dergisi, 17(2), 636-657.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th Ed.). New York, NY: McGraw-Hill.
  • Friesen, N., & Anderson, T. (2004). Interaction for lifelong learning. British Journal of Educational Technology, 35(6), 679-687.
  • Hager, P. (2004). Lifelong learning in the workplace? challenges and issues. Journal of Workplace Learning, 16(1/2), 22-32. https://doi.org/10.1108/13665620410521486
  • Ileri, S. (2017). Din kulturu ve ahlak bilgisi ogretmenlerinin yasam boyu ogrenme egilimleri ve hayat boyu ogrenme faaliyetlerine katilim duzeyleri [Religious culture and ethics teachers’ lifelong learning trends and levels of participation in lifelong learning activities]. (Unpublished master’s thesis). Dokuz Eylul University, Izmir, Turkey.
  • Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice. London, UK: Routledge Falmer.
  • Jenkins, R. (2004). Social identity (2nd Ed.). Abingdon, UK: Routlege.
  • Livingstone, D. W. (2001). Adults’ informal learning: definitions, findings, gaps, and future research. Toronto, Canada: Ontario Institute for Studies in Education of the University of Toronto (OISE/UT).
  • Kazu, I. Y. & Erten, P. (2016). Ogretmenlerin yasam boyu ogrenme yeterlilikleri [Teachers’ lifelong learning competencies]. Ilkogretim Online, 15(3), 838-854.
  • Kartal, M. (2006). Bilimsel arastirmalarda hipotez testleri [Hypothesis testing in scientific research]. Ankara, Turkey: Nobel.
  • Keskin, I., & Yazar, T. (2015). Examining digital competence of teachers within the context of lifelong learning based on of the twenty-first century skills. Journal of Human Sciences, 12(2), 1691-1711.
  • Kilic, H. (2015). Ilkogretim brans ogretmenlerinin bireysel yenilikcilik duzeyleri ve yasam boyu ogrenme egilimleri [Primary subject teachers’ individual innovativeness levels and lifelong learning tendencies] (Unpublished master’s thesis). Pamukkale University, Denizli, Turkey.
  • Kosir, S. & Breznik, K. (2011). Some aspects of networking of lifelong learning. In V. Dermol, N. T. Sirca, G. Dakovic & U. Lindav (Eds.), Knowledge as business opportunity: Proceedings of the Management, Knowledge and Learning International Conference (pp. 539-548). Celje, Slovenia: International School for Social and Business Studies.
  • Kullich, J. (1982). Lifelong education and the universities: A Canadian perspective. International Journal of Lifelong Education, 1(2), 123-142.
  • Lengrad P. (1985). Lifelong education: Growth of the concept. In T. Husen & T. N. Postlethwaite (eds.), The international encyclopedia of education, V.5. Oxford, UK: Pergamon.
  • Merter, F. & Koc, S. (2010, May). Ilkogretim ogretmenlerinin bilgi egitimi tutumu konusundaki tutumlari [Primary school teachers’ attitudes concerning knowledge teaching attitudes]. Paper presented at the IX. Ulusal Sınıf Ogretmenligi Sempozyumu [9th National Primary Teaching Symposium], Firat University, Elazig, Turkey.
  • Milli Egitim Bakanligi (2008). Ogretmen yeterlikleri: Ogretmenlik meslegi genel ve ozel alan yeterlikleri [Teacher competencies: general and special field competencies in teaching]. Ankara, Turkey: Milli Egitim Bakanligi.
  • Murphy, T. F. M. (1999). Power and knowledge in education: a critical exploration of lifelong learning (Unpublished Doctoral Dissertation). Northern Illinois University, Illinois, USA.
  • Odabasi, H., Odabasi, Z., & Polat, C. (2008). Universite ogrencilerinin okuma aliskanligi: Ankara universitesi ornegi [Reading habit of university students: The model of Ankara university]. Bilgi Dunyasi [Information World], 9(2), 431-465.
  • Okcabol, R. (2005). Ogretmen yetistirme sistemimiz [Our teacher training system]. Ankara, Turkey: Utopya.
  • Otten, H. & Ohana, Y. (2009). The eight key competencies for lifelong learning: an appropriate framework within which to develop the competence of trainers in the field of European youth work or just plain politics? SALTO-YOUTH Training and Cooperation Resource Center. Retrieved from https://www.salto-youth.net/downloads/4-17-1881/Trainer_%20Competence_study_final.pdf
  • Ozciftci, M., & Cakir, R. (2015). Ogretmenlerin yasam boyu ogrenme egilimleri ve egitim teknolojisi standartlari ozyeterliklerinin incelenmesi [Teachers’ lifelong learning trends and self-efficiencies about the educational technology standards]. Egitim Teknolojisi Kuram ve Uygulama, 5(1), 1-19.
  • Pallant, J. (2001). SPSS survival manuel. Buckingham, UK: Open University Press.
  • Pintrich, R. P., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Upper Saddle River, NJ: Merrill.
  • Poyraz, H. (2014). Ogretmenlerin yasam boyu ogrenmelerini etkileyen faktorler ile kurumlari tarafindan desteklenme algilari arasindaki iliski [The relationship between the factors effecting teachers’ lifelong learning and their perceptions about the support from schools] (Unpublished Master’s Thesis). Sakarya University, Sakarya, Turkey.
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There are 67 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Semra Demir-basaran This is me

Cigdem Sesli This is me

Publication Date July 15, 2019
Published in Issue Year 2019

Cite

APA Demir-basaran, S., & Sesli, C. (2019). Examination of Primary School and Middle School Teachers’ Lifelong Learning Tendencies Based on Various Variables. European Journal of Educational Research, 8(3), 729-741. https://doi.org/10.12973/eu-jer.8.3.729
AMA Demir-basaran S, Sesli C. Examination of Primary School and Middle School Teachers’ Lifelong Learning Tendencies Based on Various Variables. eujer. July 2019;8(3):729-741. doi:10.12973/eu-jer.8.3.729
Chicago Demir-basaran, Semra, and Cigdem Sesli. “Examination of Primary School and Middle School Teachers’ Lifelong Learning Tendencies Based on Various Variables”. European Journal of Educational Research 8, no. 3 (July 2019): 729-41. https://doi.org/10.12973/eu-jer.8.3.729.
EndNote Demir-basaran S, Sesli C (July 1, 2019) Examination of Primary School and Middle School Teachers’ Lifelong Learning Tendencies Based on Various Variables. European Journal of Educational Research 8 3 729–741.
IEEE S. Demir-basaran and C. Sesli, “Examination of Primary School and Middle School Teachers’ Lifelong Learning Tendencies Based on Various Variables”, eujer, vol. 8, no. 3, pp. 729–741, 2019, doi: 10.12973/eu-jer.8.3.729.
ISNAD Demir-basaran, Semra - Sesli, Cigdem. “Examination of Primary School and Middle School Teachers’ Lifelong Learning Tendencies Based on Various Variables”. European Journal of Educational Research 8/3 (July 2019), 729-741. https://doi.org/10.12973/eu-jer.8.3.729.
JAMA Demir-basaran S, Sesli C. Examination of Primary School and Middle School Teachers’ Lifelong Learning Tendencies Based on Various Variables. eujer. 2019;8:729–741.
MLA Demir-basaran, Semra and Cigdem Sesli. “Examination of Primary School and Middle School Teachers’ Lifelong Learning Tendencies Based on Various Variables”. European Journal of Educational Research, vol. 8, no. 3, 2019, pp. 729-41, doi:10.12973/eu-jer.8.3.729.
Vancouver Demir-basaran S, Sesli C. Examination of Primary School and Middle School Teachers’ Lifelong Learning Tendencies Based on Various Variables. eujer. 2019;8(3):729-41.