Examination of teachers’ opinions on lifelong learning

Yıl 2024, Cilt: 7 Sayı: 1, 84 - 99, 31.05.2024

Serkan Çiftçi Abdulkadir Sağlam Ahmet Yayla Ömer Erbasan

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

Öz

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.

Anahtar Kelimeler

lifelong learning, teacher, perception, postgraduate education

Hayat boyu öğrenme hakkındaki öğretmen görüşlerinin incelenmesi

Öz

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.

Anahtar Kelimeler

hayat boyu öğrenme, öğretmen, algı, lisansüstü eğitim

Kaynakça

• Akın, M., Berk, G., Akyüz, U., & Oğuz, A. (2023). Teacher's Opinions on lifelong learning. Academic Social Resources Journal, 8(53), 3709-3717.
• Akkuş, N. (2008). Evaluation of PISA 2006 results as an indicator of lifelong learning skills in terms of Turkey [Unpublished master’s thesis]. Hacettepe University.
• Aksoy, M. (2013). Lifelong learning as a concept and the European Union adventure of lifelong learning. Bilig, 64, 23-48. https://dergipark.org.tr/en/download/article-file/234337
• Arcagök, S., & Şahin, Ç. (2014). An investigation of the level of lifelong learning competencies of teachers in terms of various variables. Journal of the Institute of Social Sciences of Adıyaman University, 16, 394-417. https://dergipark.org.tr/en/download/article-file/15071
• Ayçiçek, B., & Yanpar Yelken, T. (2016). Investigation of lifelong learning competencies and lifelong learning habits of teaching staff at faculties of education. Journal of the Faculty of Education of Mersin University, 12(3), 872-884. http://dx.doi.org/10.17860/mersinefd.282387
• Bahat, İ. (2013). The perception of lifelong learning by the managers of the public education center [Unpublished master's thesis]. Marmara University.
• Baltacı, A. (2018). A conceptual examination of sampling methods and sample volume problems in qualitative research. Journal of the Institute of Social Sciences of Bitlis Eren University, 7(1), 231-274. https://dergipark.org.tr/en/download/article-file/497090
• Burman, N. J., Boscardin, C.K., & Van Schaik, S. M. (2014). Career long learning: Relationship between cognitive and metacognitive skills. Medical Teacher, 36, 715 - 723. https://doi.org/10.3109/0142159X.2014.909010
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2014). Methods of scientific research (17. Ed.). Pegem Publications.
• Can, T. (2011). The use of strategies in English language learning course books in the context of life-long learning [Unpublished doctoral dissertation]. Istanbul University.
• Candy, P. C. (2003). Lifelong learning and information literacy. Report for U.S. National Commosion on Libraries and Information Science and National Forum on Information Literacy.
• Day, C. W. (1998). The role of higher education in fostering lifelong learning partnerships with teachers. European Journal of Education, 33(4), 419-432. https://www.jstor.org/stable/1503397
• Diker Coşkun, Y., & Demirel, M. (2012). Lifelong learning tendencies of university students. Hacettepe University Faculty of Education Journal, 42, 108-120. http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/345-published.pdf
• Dinevski, D., & Dinevski, I. V. (2004). The concepts of university lifelong learning provision in Europe. Transition Studies Review, 11(3), 227-235. https://doi.org/10.1007/s11300-004-0014-z
• Doğan, S., & Kavtelek, S. (2015). Lifelong learning scale (LLS): Validity and reliability study. Journal of the Faculty of Education of Uludag University 28(2), 205-222. https://doi.org/10.19171/uuefd.71784
• Doğan, S., & Kavtelek, C. (2015). The perceptions of the managers of lifelong learning institution about lifelong learning the. Abant Izzet Baysal University Faculty of Education Journal, 15(1), 82-104. https://dergipark.org.tr/tr/download/article-file/17052
• Gökyer, N. (2018). Lifelong learning trends of high school teachers. Hitit Journal of Social Sciences, 11(3), 1791-1801. https://doi.org/10.17218/hititsosbil.458301
• İliç, U., & Haseski, H. İ. (2019). The views of prospective teachers on lifelong learning and adult education course. Ege Education Journal, 20(1), 51-66. http://doi.org/10.12984/egeefd.488612
• Jarvis, P. (2009). Lifelong learning. Springer International Handbooks of Education, 601.
• Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice. London: Routledge Falmer. https://doi.org/10.4324/9780203561560
• Kara, D., & Kürüm, D. (2007). The meaning that pre-service teachers attach to the concept of “lifelong learning” (Anadolu University Faculty of Education Example). 16.Proceedings of the National Congress of Educational Sciences, 1-13.
• Karakaya, İ. (2012). Methods of scientific research. A. Tanrıögen (Edt.) Methods of scientific research. Ani Publications.
• Kılıç, Ç. (2014). The perceptions of pre-service teachers towards lifelong learning. Journal of Research in Education and Teaching, 3(4), 79-87. http://www.jret.org/FileUpload/ks281142/File/08.kilic.pdf
• Konokman, G. Y., & Yelken, T. Y. (2014). The perceptions of academicians in education faculties on their lifelong learning competencies. Hacettepe University Faculty of Education Journal, 29(2), 267-281. http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/94-published.pdf
• Köğce, D., Özpınar, İ., Şahin, S. M., & Yenmez, A. A. (2014). The opinions of teaching staff on 21. century learning standards and lifelong learning. Journal of the Faculty of Education of Dicle University Ziya Gökalp, 22, 185-213. https://dergipark.org.tr/tr/download/article-file/786794
• Lee, H. (2008). University continuing education for lifelong learning in Korea. Journal of Adult and Continuing Education, 14(2), 190-202. http://dx.doi.org/10.7227/JACE.14.2.6
• Lima, L. C., & Guimarães, P. (2011). European strategies in lifelong learning: A critical introduction (p. 165). Verlag Barbara Budrich.
• Manjunatha, N. (2019). Descriptive Research. JETIR, 6(6), 863-867.
• Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Sage.
• Merriam, S.B. (2013). Qualitative research: A guide to the pattern and application (S. Turan, tran.). Nobel Publishing.
• Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19(2), 129–132,
• Özden, Y. (2002). New values in education. Pegem A Publishing.
• Poyraz, H., & Titrek, Ö. (2013). Development of lifelong learning in Turkey. Abant Izzet Baysal University Faculty of Education Journal, 13(1), 115-131. https://dergipark.org.tr/en/download/article-file/16721
• Sağlam, A., Çiftçi, S., & Yayla, A. (2021). Opinions of academicians and teachers on lifelong learning. Journal of History School, 54, 3376-3398. http://dx.doi.org/10.29228/Joh.51424
• Samancı, O., & Ocakcı, E. (2017). Lifelong learning. Journal of the Faculty of Education of Bayburt, 12(24), 711-722. https://dergipark.org.tr/tr/download/article-file/395446
• Smith, C. M., & Pourchot, T. (1998). What does educational psychology know about adult learning and development? In C. M. Smith & T. Pourchot (Eds.), Adult Learning and Development: Perspectives from Educational Psychology (pp. 3−10). ISBN 1-4106-0341-5. Lawrence Erlbaum Associates, Publishers.
• Solmaz, D. Y. (2017). Relationship between Lifelong Learning Levels and Information Literacy Skills in Teacher Candidates. Universal journal of educational research, 5(6), 939-946.
• Soylu, B. (2013). An examination on the life-wide learning habits of teachers and students at faculties of education and the introduction to university life course [Unpublished doctoral dissertation]. Mersin University.
• Tunca, N., Alkın Şahin, S., & Aydın, Ö. (2015). Lifelong learning tendencies of pre-service teachers. Journal of the Faculty of Education of Mersin University, 11(2), 432-446. https://doi.org/10.17860/efd.92694
• Turan, S. (2005). Towards the learning community Lifelong learning in European Union education policies. Ankara Journal of European Studies, 5(1), 87−98. https://doi.org/10.1501/Avraras_0000000033
• Yaman, F., & Yazar, T. (2015). Investigating of life long learning tendency of teachers (The example of Diyarbakır). Kastamonu Education Journal, 23(4), 1553-1566.
• Yavuz Konokman, G., & Yanpar Yelken, T. (2014). Perceptions of faculty of education faculty members about lifelong learning competencies. Hacettepe University Faculty of Education Journal, 29(2), 267-281. http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/94-published.pdf
• Yıldırım, A., & Şimşek, H. (2019). Qualitative research methods in the social sciences. Seçkin Publishing.
• Yıldız Durak, H., & Tekin, S. (2020). An investigation of teachers' lifelong learning competencies according to personal and professional variables. Journal of the Faculty of Education of Bolu Abant Izzet Baysal University, 20(1), 221-235. https://doi.org/10.17240/aibuefd.2020.20.52925-547041