Examination of teachers’ opinions on lifelong learning

Year 2024, , 84 - 99, 31.05.2024

Serkan Çiftçi , Abdulkadir Sağlam , Ahmet Yayla , Ömer Erbasan

https://doi.org/10.33400/kuje.1326420

Abstract

The modern world is moving towards a multifaceted and increasingly complex structure. In this process, it is foreseen that there will be a transition from an information society to a skills society and focus on the skills of the future. These skills are essential for each individual's personal growth, career advancement, work and social integration, and active citizenship. In this process, it is also important to develop skills such as creativity, critical thinking, problem solving, entrepreneurship, managing emotions, and decision making. In order to be successful and develop the skills of the future, it is of great importance to sustain lifelong learning and personal development. The aim of study is to determine the perceptions about lifelong learning of teachers who continue their postgraduate studies and have completed their postgraduate studies. The study is set up as a descriptive survey, which is a form of quantitative research. The data was collected by the "Lifelong Learning Scale" and with the necessary permissions was used. This scale includes 28 items aimed at the teacher's perception on lifelong learning. The sample of the study consists of 374 teachers working in Van province in the 2020-2021 academic year and selected using criterion sampling from purposeful sampling methods. The data obtained were analysed by descriptive statistics such as frequency and percentage are used to evaluate the demographic characteristics of the teachers and non-parametric test applications are used in the analysis of the data. According to the study's findings, the educators who took part in it all had a favourable attitude regarding the long-term sustainability of lifelong learning and demonstrated that the social and individual consequences of lifetime learning can have a long-term impact on society. Some crucial efforts can be taken to ensure that people have the skills of the age in order to create awareness about lifelong learning in accordance with the needs of the twenty-first century. Therefore, it is essential that education systems and individuals understand the importance of lifelong learning and make it a philosophy of life.

Keywords

lifelong learning, teacher, perception, postgraduate education

Hayat boyu öğrenme hakkındaki öğretmen görüşlerinin incelenmesi

Abstract

Modern dünya çok yönlü ve giderek karmaşıklaşan bir yapıya doğru ilerlemektedir. Bu süreçte, bilgi toplumundan beceri toplumuna geçiş olacağını ve geleceğin becerilerine odaklanılacağı öngörülmektedir. Bu beceriler, her bireyin kişisel gelişimi, kariyer gelişimi, işi ve sosyal entegrasyonu ile aktif vatandaşlığı için gereklidir. Bu süreçte yaratıcılık, eleştirel düşünme, problem çözme, girişimcilik, duyguları yönetme, karar verme gibi becerilerin geliştirilmesi de önemlidir. Başarılı olmak ve geleceğin becerilerini geliştirmek için hayat boyu öğrenme ve kişisel gelişimi sürekli hale getirmek büyük önem arz etmektedir. Çalışmanın amacı, lisansüstü eğitimine devam eden ve lisansüstü eğitimini tamamlamış öğretmenlerin hayat boyu öğrenmeye ilişkin algılarını belirlemektir. Araştırma, nicel bir araştırma türü olan tarama deseninde betimsel bir araştırma olarak tasarlanmıştır. Çalışmanın örneklemi, 2020-2021 eğitim-öğretim yılında Van ilinde görev yapan ve amaçlı örnekleme yöntemlerinden ölçüt örnekleme kullanılarak seçilen 374 öğretmenden oluşmaktadır. Veriler "Hayat Boyu Öğrenme Ölçeği" ile toplanmış ve gerekli izinlerle kullanılmıştır. Elde edilen veriler öğretmenlerin demografik özelliklerinin değerlendirilmesinde sıklık ve yüzde gibi tanımlayıcı istatistiklerle analiz edilmiş, verilerin analizinde de parametrik olmayan test uygulamaları kullanılmıştır. Çalışmanın bulgularına göre, araştırmaya katılan öğretmenler, hayat boyu öğrenmenin uzun vadeli sürdürülebilirliği konusunda olumlu bir görüş belirtmişler ve hayat boyu öğrenmenin uzun vadede toplum üzerinde olumlu etkilerinin olabileceğini ifade etmişlerdir. Yirmi birinci yüzyılın ihtiyaçları doğrultusunda hayat boyu öğrenme konusunda farkındalık yaratmak için öğretmenlerin ve öğrencilerin çağın becerilerine sahip olmalarını sağlamak için çeşitli çalışmalar yapılabilir. Bu nedenle eğitim sistemlerinin ve bireylerin yaşam öğrenmenin önemini anlamaları ve onu bir hayat felsefesi haline getirmeleri esastır.

Keywords

hayat boyu öğrenme, öğretmen, algı, lisansüstü eğitim

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