The Relationship between Learner Autonomy Attitudes and Lifelong Learning Tendencies of Prospective English Language Teachers

Year 2022, 1.Uluslararası Yabancı Dil Eğitimi Sempozyumu (YABDİLSEM) Özel Sayısı, 339 - 362, 31.01.2022

Ece Firuze Badak , Müfit Şenel

Abstract

With the development of learner-centred approaches, the role of learners has gained importance in education. Furthermore, the responsibility for learning has shifted from teachers to learners. This transition led to the rise of the “learner autonomy” concept. Autonomous learners are able to take responsibility for their own learning and set learning goals regardless of time and place. Today, it is required for teachers to raise individuals who are able to plan and monitor their own learning process and who are lifelong learners to adapt to fluxional conditions in education. Accordingly, teacher training received by teachers contributes to equipping them with autonomous learning and lifelong learning skills and tendencies. Thus, the current study aims to explore the relationship between prospective English language teachers' learner autonomy attitudes and their lifelong learning tendencies in terms of gender and grade factors. 107 prospective teachers (63 girls and 44 boys) from the English Language Teaching Department participated in the study. Autonomy Learning Scale and Lifelong Learning Scale were employed for data collection. The findings of the research represented that there is a meaningful relationship between the prospective English language teachers’ learner autonomy attitudes and lifelong learning tendencies. In addition, female participants have higher scores on learner autonomy attitudes than males.

Keywords

Prospective English language teachers, Learner autonomy, Lifelong learning

İngilizce Öğretmen Adaylarının Özerk Öğrenme Tutumları ile Yaşam Boyu Öğrenme Eğilimleri Arasındaki İlişki

Abstract

Öğrenen merkezli yaklaşımların gelişmesiyle birlikte, eğitimde öğrenenlerin rolü önem kazanmıştır. Ayrıca, öğrenme sorumluluğu öğretmenlerden öğrencilere geçmiştir. Bu geçiş, özerk öğrenme kavramının ortaya çıkmasına neden olmuştur. Özerk öğrenenler, kendi öğrenmelerinin sorumluluğunu alabilir ve zaman ve mekândan bağımsız olarak öğrenme hedeflerini belirleyebilirler. Günümüzde öğretmenler, eğitimde değişen ve gelişen koşullara uyum sağlayabilecek, yaşam boyu öğrenebilen ve kendi öğrenme sürecini planlayan ve yönetebilen bireyler yetiştirmeyi hedeflemelidirler. Buna bağlı olarak, öğretmenler tarafından alınan öğretmen yetiştirme eğitimi, özerk öğrenme ve yaşam boyu öğrenme becerileri ve eğilimleri ile donatılmalarına katkı sağlamaktadır. Bu nedenle, mevcut çalışma İngilizce öğretmen adaylarının özerk öğrenmeye yönelik tutumları ile yaşam boyu öğrenme eğilimleri arasındaki ilişkiyi cinsiyet ve sınıf faktörleri açısından araştırmayı amaçlamaktadır. Çalışmaya, İngiliz Dili Eğitimi bölümünden 107 öğretmen adayı (63 kız ve 44 erkek) katılmıştır. Araştırmanın verilerinin toplanmasında Özerk Öğrenme Ölçeği ve Yaşam Boyu Öğrenme Ölçeği kullanılmıştır. Araştırmanın bulguları İngilizce öğretmeni adaylarının özerk öğrenmeye yönelik tutumları ile yaşam boyu öğrenme eğilimleri arasında anlamlı bir ilişki olduğunu göstermektedir. Buna ek olarak, kız öğrencilerin erkek öğrencilere kıyasla özerk öğrenme tutumlarının daha yüksek olduğu belirtilmektedir.

Keywords

İngilizce öğretmen adayları, Özerk öğrenme, Yaşam boyu öğrenme

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