How Do Teachers Perceive Lifelong Learning and Adult Education?

Yıl 2024, Cilt: 10 Sayı: 2, 16 - 30, 31.12.2024

Yavuz Bolat , Ayşe Nur Kıyak

https://doi.org/10.25233/ijlel.1421542

Öz

The objective of this study is to explore the perspectives of middle school teachers on the concepts of lifelong learning and adult education. The qualitative research involved 25 middle school teachers, and their responses, gathered through semi-structured interviews, underwent content analysis. Thematic analysis was employed to derive the results. The findings underscore that teachers attribute value to lifelong learning and adult education for various purposes, such as personal development, adaptation to evolving times, sustained learning, quality time utilization, social integration, and meeting educational needs. A consensus within the study group indicates that individuals across professions should engage in lifelong learning beyond their initial undergraduate education. The research reveals that continuous lifelong learning among teachers positively impacts performance, fostering open-mindedness, cultivating versatile thinking, facilitating effective lesson delivery, and improving interaction with students. Identified factors hindering lifelong learning include physical and economic conditions, environmental factors, health issues, motivation, and the repercussions of disasters. Additionally, teacher opinions shed light on shortcomings in lifelong learning and adult education within the Turkish context. Lastly, the study observes a general lack of adequate knowledge among teachers regarding global lifelong learning and adult education activities.

Anahtar Kelimeler

Life learning, widespread education, adult education, vocational and tecnichal education, teacher perspectisves

Etik Beyan

Araştırma sürecinde gerekli akademik yayın ve etik kurallarına uyulmuştur. Bu araştırma gönüllülük esasına göre uygulanmış olup, katılımcılardan kişisel rıza-onam belgeleri alınmıştır. Araştırma ile elde edilecek sonuçlar kişiler deşifre edilmeden genel bir çerçevede değerlendirilmiştir.

Destekleyen Kurum

Destekleyen bir kurum yoktur.

Kaynakça

• Aksoy, M. (2013). Kavram olarak hayat boyu öğrenme ve hayat boyu öğrenmenin Avrupa Birliği serüveni. Bilig, 64, 23-48.
• Allmendinger, J., Kleinert, C., Pollak, R., Vicari, B., Wölfel, O., Althaber, A., . . . Janik, F. (2019). Adult education and lifelong learning. In Education as a lifelong process; Blossfeld, H.-P., Roßbach, H.-G., Eds (Vol. 3, pp. 325–346). Springer.
• Andersson, P. & Muhrman, K. (2020). Swedish vocational adult education in the wake of marketisation. International Journal for Research in Vocational Education and Training (IJRVET), 9(1), 1-22.
• European Commission (2000). A memorandum on lifelong learning. https://arhiv.acs.si/dokumenti/Memorandum_on_Lifelong_Learning.pdf
• European Commission (2005). Working together for growth and jobs. a new start for the Lisbon Strategy. https://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2005:0024:FIN:EN:PDF
• Aydemir, S. & Çam, Ş. S. (2015). The views of postgraduate students on pursuing postgraduate education, Turkish Journal of Education, 4(4), 4-16.
• Bacakoglu, T. Y. (2022). An overview of the history of adult education in Turkey. Journal of Primary Education, 14, 18-29
• Balcı, İ. (2023). The effect of lifelong learning on social development. International Social Sciences Studies Journal, 9(117), 9198-9207.
• Başkan, Y., & Bars, M. (2022). Opinions of classroom teachers working in public education centers on adult education. International Journal of Curriculum and Instructional Studies, 12(1), 275-304.
• Biesta, G. J. (2013). The beautiful risk of education. Taylor & Francis.
• Bolat, Y. (2016). Teacher training for vocational and technical education in Turkey, Germany, US, Australia, France, UK, and Japan. Usak University Journal of Educational Research, 2(3),39-72.
• Bolat, Y. (2017). Türkiye'de mesleki ve teknik eğitimin mevcut durumu ve farklı ülkelerle karşılaştırılması. Pegem Akademi.
• Chmiliar, l. (2010). Multiple-case designs. In A. J. Mills, G. Eurepas & E. Wiebe (Eds.), Encyclopedia of case study research (pp 582-583). SAGE Publications
• Chang, B. (2020). Trends and direction of adult education. American association for adult and continuing education. Paper presented at the American Association for Adult and Continuing Education 2020 Conference
• Creswell, J. W. (2017). Araştırma deseni (3. Baskı). (S.B. Demir, Çev.) Eğiten Kitap Yayıncılık.
• Çalık, T. & Sezgin, F. (2005). Küreselleşme, bilgi toplumu ve eğitim. Kastamonu Eğitim Dergisi, 13(1), 55-66.
• Çilek, A., Çoban, F. N. & Çetin, E. (2023). Öğretmenlerin yaşam boyu öğrenme yaklaşımına yönelik tutumları. International Social Sciences Studies Journal, 9(108), 5573-5578.
• Doğan, S. & Çalışkan, T.A. (2020). Okullarda hayat boyu öğrenme kültürüne ilişkin öğretmen algıları. Trakya Eğitim Dergisi, 10(3), 566-581.
• Erden, M. (2009). Eğitim bilimlerine giriş. Arkadaş Yayınevi.
• Fraenkel, J. R., & Wallen, N. (2000). How to design and evaluate research in education (4th ed.). McGraw-Hill.
• Golding, B., Kimberley, H., Foley, A., & Brown, M. (2008). Houses and sheds in Australia: An exploration of the genesis and growth of neighborhood houses and men's sheds in community settings. Australian Journal of Adult Learning, 48(2), 237–262.
• Günüç, S., Odabaşı, H. F. & Kuzu, A. (2012). Factors affecting lifelong learning. Gaziantep University Journal of Social Sciences, 11(2), 309-325.
• Haleem , A., Javaid, M., Qadri, M., & Suman, R. (2023). Understanding the role of digital technologies in education: A review. Science Direct, 3, 275-285.
• Hsieh, H. F. & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.
• Jarvis, P. (2007). Globalization, lifelong learning and the learning society: Sociological perspectives. Routledge.
• Kara, N. & Demir, K. M. (2021). Göreve yeni başlayan sınıf öğretmenlerinin mesleğe uyum sorunlarının incelenmesi. Milli Eğitim Dergisi, 50 (229), 587-606.
• Karakuş Yıldız, B., & Taş, A. (2023). Hayat boyu öğrenmeye katılımın yaygın eğitim kursları bağlamında incelenmesi. Millî Eğitim Dergisi, 52 (239), 2335-2356.
• Karakoç, B. (2021). Views of academic staff in universities on lifelong learning and adult education. Asian Journal of Education and Training, 7(3), 195-203.
• Kaya, H. E. (2014). Yaşam boyu öğrenme ve Türkiye. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 47(1), 81-102.
• Knapper, C., & Cropley, A. J. (2000). Lifelong learning in higher education (3rd ed.). Kogan Page Limited.
• Laal, M. (2012). Benefits of lifelong learning. Procedia - Social and Behavioral Sciences, 46, 4268-4272.
• Laal, M., Aliaramaei, A., & Laal, A. (2014). Lifelong learning and art. Procedia - Social and Behavioral Sciences 116 (2014) 4047 – 4051.
• Mayring, P. (2015). Qualitative Content Analysis: Theoretical Background and Procedures. In: BiknerAhsbahs, A., Knipping, C., Presmeg, N. (eds) Approaches to Qualitative Research in Mathematics Education. Advances in Mathematics Education. Springer.
• Ministry of National Education (2010). Turkey's Lifelong Learning Strategy Document and Lifelong Learning Activity Plan for the Period 2009- 2013.https://hbogm.meb.gov.tr/meb_iys_dosyalar/2015_04/20025555_hbostratejibelgesi_2014_2 018.pdf
• Ministry of National Education (2014). Turkey lifelong learning strategy document and action plan 2014- 2018. https://www.resmigazete.gov.tr/eskiler/2014/07/20140716-8-1.pdf
• Miser, R. (2002). “Küreselleşen” dünyada yetişkin eğitimi. Ankara University Journal of Faculty of Educational Sciences (JFES), 35(1-2), 55-60.
• Mystakidis, S., Berki, E., & Valtanen, J., (2019). The patras blended strategy model for deep and meaningful learning in quality life-long distance education. The Electronic Journal of e-Learning, 17(2), 66-78.
• OECD (2001). Lifelong learning for all policy directions. https://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=DEELSA/ED/CERI/CD (2000)12/PART1/REV2&docLanguage=En.
• Park, S., J. (2002). The change in South Korean adult education in globalization. International Journal of Lifelong Education, 21(3), 285-294.
• Pata, K., Maslo, I., & Jõgi, L. (2021). Transforming Adult Education from Neo-liberal to Holistically Inclusive Adult Education in Baltic States. In: Kersh, N., Toiviainen, H., Pitkänen, P., Zarifis, G.K. (eds) Young Adults and Active Citizenship. Lifelong Learning Book Series, vol 26. Springer, Cham.
• Samancı, O. & Ocakçı, E. (2017). Lifelong learning. Journal of Bayburt Education Faculty, 12(24), 711-722.
• Sandelowski, M. & Barroso, J. (2007). Handbook for synthesizing qualitative research. Springer.
• Shokhida, I. (2016). The importance of lifelong learning in our society. World Science, 1(5), 1-9.
• Şahan, G., & Yasa, H.D. (2017). Hayat Boyu Öğrenme ve Yetişkin Eğitimi Yüksek Lisans eğitiminin öğrencilere katkısının değerlendirilmesi. International Journal of Social Sciences and Education Research, 3(5), 1851- 1867.
• Şahin Kölemen, C. (2023). Uzaktan eğitimin yaşam boyu öğrenmeye etkisi. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 12(3), 1396-1411.
• The World Bank (2003). Lifelong learning in the global knowledge economy: Challenges for developing countries. The World Bank.
• Tekin, M. T., & Bolat, Y. (2017). Social Support Program Projects (SSPP) as an access route for vocational education. Journal of the Human and Social Science Researches, 6(1), 8-20.
• Tut, Ö. & Bolat, Y. (2022). Examination of post graduate theses made in professional English teaching in Turkey between 2019 and 2021. Journal of Vocational and Social Sciences of Turkey ,4(10), 83-98.
• Urhan, N. (2020). Hayat boyu öğrenme: Avrupa Birliği ve Türkiye karşılaştırması. Çalışma İlişkileri Dergisi, 1, 18-45.
• Ünal, K. & Akay, C. (2017). Öğretmenlik mesleği ve yaşam boyu öğrenme: öğretmen adayları penceresinden. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(3), 821-838.
• Vermeersch L. & Vandenbroucke A. (2009). The access of adults to formal and nonformal adult education. Country report: Belgium (Flemish Community). LLL2010 project, Subproject 5. K.U.Leuven (University of Leuven) - Higher Institute for Labour Studies: Leuven.
• Yeaxlee, B. A. (1929). Lifelong education: A sketch of the range and significance of the adult education movement. Cassell.
• Yıldız Durak, H. & Şahin, Z. (2018). Kodlama eğitiminin öğretmen adaylarının yaşam boyu öğrenme yeterliliklerinin geliştirmesine katkısının incelenmesi. Ege Eğitim Teknolojileri Dergisi, 2(2), 55-67.
• Yılmaz, M. (2016). Öğretmenlerin yaşam boyu öğrenme eğilimlerinin incelenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(35), 253-262.
• Yin, R. K. (2017). Case Study Research and Applications: Design and Methods. Sage Publication.
• Yiğit, E. (2022). Adult education and European Union projects. Uluslararası Türk Kültür Coğrafyasında Sosyal Bilimler Dergisi 7(2), 228-239.
• Webb, S., Holford, J., Hodge, S., Milana, M., & Waller, R. (2017). Lifelong learning for quality education: Exploring the neglected aspect of sustainable development goal 4. International Journal of Lifelong Education, 36(5), 509-511.