Öğretmen Adaylarının Hayat Boyu Öğrenme Eğilimleri ile Öğretme Motivasyonlarının İlişkisel Analizi

Abstract

Bu çalışma, öğretmen adaylarının yaşam boyu öğrenme eğilimi ile öğretme motivasyonu arasındaki ilişkiyi araştırmayı amaçlamaktadır. Bu çalışmada öğretmen adaylarının yaşam boyu öğrenme eğilimleri ile öğretme motivasyonları arasındaki ilişkiyi araştırmak amacıyla ilişkisel tarama modeli kullanılmıştır. Araştırmada ayrıca gelecekte başarılı bir öğretmen olma algısı ve mezun olduktan sonra öğretmen olmayı isteme durumu açısından yaşam boyu öğrenme eğilimi ve öğretme motivasyonunun farklılaşıp farklılaşmadığı da incelenmiştir. Bu araştırmanın katılımcılarını 2020-2021 bahar döneminde Türkiye'deki bir devlet üniversitesinin Eğitim Fakültesi'nde öğrenim gören 452 öğretmen adayı oluşturmaktadır. Araştırma verileri kişisel bilgi formu ile “Hayat Boyu Öğrenme Eğilimleri Ölçeği” ve “Öğretme Motivasyonu Ölçeği” ile toplanmıştır. Araştırmadan elde edilen sonuçlar, öğretmen adaylarının gelecekte başarılı öğretmen olacaklarını düşünmelerinin yaşam boyu öğrenme eğilimlerini ve öğretme motivasyonlarını olumlu yönde etkilediğini göstermiştir. Öğretmen adaylarının mezuniyet sonrası öğretmenlik yapma istekleri arttıkça öğretme motivasyonları da artmıştır. Öğretmen adaylarının yaşam boyu öğrenme eğilimleri ile öğretme motivasyonları arasında pozitif yönde düşük düzeyde anlamlı bir ilişki vardır. Öğretmen adaylarının öğretme motivasyonları, onların yaşam boyu öğrenme eğilimleri üzerinde olumlu yönde düşük bir etkiye sahiptir. Öğretmen adaylarının öğretme motivasyonlarının yüksek olması ve dolayısıyla yaşam boyu öğrenme eğilimlerinin yüksek olması için, çağa ayak uydurabilmeleri, kendilerini geliştirebilmeleri, bilgilerini güncelleyebilmeleri ve değişebilmeleri gerekmektedir.

Keywords

• yaşam boyu öğrenme
• öğretme motivasyonu
• öğretmen adayı
• merak
• sebat

A Correlational Analysis of Pre-service Teachers’ Lifelong Learning Tendency and Teaching Motivation

Abstract

This study aims to explore the relation between lifelong learning tendency and teaching motivation among pre-service teachers. In this study, a correlational survey model was used to investigate the relation between pre-service teachers’ lifelong learning tendency and their teaching motivation. The study also examined whether lifelong learning tendency and teaching motivation differed in terms of perception of being a successful teacher in the future and wishing to be a teacher after graduation. The participants of this research were 452 pre-service teachers studying at the Education Faculty of a state university in Turkey in the spring term of 2020-2021. The research data were collected with personal information form and with “Lifelong Learning Tendency Scale” and “Motivation to Teach Scale”. The results obtained from the research showed that pre-service teachers' thinking that they will be successful teachers in the future affects their lifelong learning tendencies and teaching motivations positively. As pre-service teachers' desire to teach after graduation increased, their motivation to teach increased. There is a positive low level significant relation between pre-service teachers' lifelong learning tendencies and their teaching motivation. Teaching motivation of pre-service teachers has a positive low effect on their lifelong learning tendencies. It is necessary for pre-service teachers to have a high motivation to teach and thus have a high lifelong learning tendency, to keep up with the times, to improve themselves, to update their knowledge, and to change.

Keywords

• Lifelong learning
• teaching motivation
• pre-service teacher
• curiosity
• perseverance

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