Öğretmenlerin Yaşam boyu Öğrenme Eğilimleri ile Araştırma Okuryazarlığı Düzeyleri Arasındaki İlişkinin İncelenmesi

Öz

Bu çalışmanın amacı, Türkiye’de çalışan öğretmenlerin yaşam boyu öğrenme eğilimleri ile araştırma okuryazarlığı düzeyleri arasındaki ilişkiyi incelemektir. İlişkisel tarama modeli olarak tasarlanan çalışmanın örneklemini, uygun örneklem yöntemiyle seçilen 455 öğretmen oluşturmuştur. Verilerin toplanmasında “Öğretmenlerin Araştırma Okuryazarlığı Becerileri Ölçeği” ve “Yaşam Boyu Öğrenme Eğilimi Ölçeği” kullanılmıştır. Verilerin analizinde, öğretmenlerin araştırma okuryazarlığı ve yaşam boyu öğrenme eğilimi düzeylerini belirlemek için aritmetik ortalama, standart sapma, minimum ve maksimum gibi tanımlayıcı istatistikler kullanılmıştır. Öğretmenlerin araştırma okuryazarlığı ile yaşam boyu öğrenme eğilimleri arasındaki ilişkiyi belirlemek için Pearson korelasyon analizi yapılmıştır. Öğretmenlerin araştırma okuryazarlıklarının yaşam boyu öğrenme eğilimlerini ne ölçüde yordadığını belirlemek için basit doğrusal regresyon analizi kullanılmıştır. Bulgular, öğretmenlerin araştırma okuryazarlığı düzeylerinin yüksek, yaşam boyu öğrenme eğilimi düzeylerinin ise çok yüksek olduğunu göstermiştir. Araştırma sonucunda, öğretmenlerin araştırma okuryazarlığı ve yaşam boyu öğrenme eğilim düzeylerinin cinsiyet değişkenine göre anlamlı bir fark göstermediği, ancak eğitim düzeyi değişkenine göre anlamlı bir farklılık gösterdiği belirlenmiştir. Öğretmenlerin araştırma okuryazarlığı ile yaşam boyu öğrenme eğilimleri arasında pozitif, anlamlı ve orta düzeyde bir ilişki bulunmuştur.

Anahtar Kelimeler

• Yaşam boyu öğrenme
• araştırma okuryazarlığı
• öğretmenler

Exploring the Relationship between Teachers’ Lifelong Learning Tendencies and Research Literacy Leves

Öz

This study aims to examine the relationship between lifelong learning tendencies and research literacy levels of teachers working in Türkiye. The sample of the study, which was designed as correlational research model, consisted of 455 teachers selected by convenience sampling. The “Teachers’ Research Literacy Skills Scale”, and “Lifelong Learning Tendency Scale” were used to collect the data. In the analysis of the data, descriptive statistics such as arithmetic mean, standard deviation, minimum and maximum were used to determine the teachers’ research literacy and lifelong learning tendency levels. Pearson correlation analysis was conducted to determine the relationship between teachers’ research literacy and lifelong learning tendencies. Simple linear regression analysis was used to determine to what extent teachers’ research literacy predicted their lifelong learning tendencies. The findings showed that teachers’ research literacy levels were at high level and their lifelong learning tendency levels were at very high level. It was determined that the research literacy and lifelong learning tendency levels of the teachers did not differ significantly in terms of gender variable while they differed significantly in terms of education level variable. There was a positive, significant, and moderate level relationship between teachers’ research literacy and lifelong learning tendencies.

Anahtar Kelimeler

• Lifelong learning
• research literacy
• teachers

Kaynakça

1. Akçay, P. (2021). Lifelong learning center teachers lifelong learning competencies and tendencies (Ismek Sample). Journal of Kazım Karabekir Education Faculty, 42, 246-266. https://doi.org/10.33418/ataunikkefd.828696
2. Akgün, İ. H. & Akgün, M. (2020). Examining the digital literacy levels of social studies candidates. Journal of Ahi Evran University Kirsehir Education Faculty, 21(2), 1006-1024. https://doi.org/10.33418/ataunikkefd.828696
3. Aksoy, M. (2013). Lifelong learning as a concept and the European Union adventure of lifelong learning. Bilig, 64, 23-48. https://dergipark.org.tr/tr/pub/bilig/issue/25367/267740
4. Alpar, R. (2013). Multivariate statistical methods in practice. Ankara: Detay Publishing.
5. Amirova, A., Iskakovna, J. M., Zakaryanovna, T. G., Nurmakhanovna, Z. T. & Elmira, U. (2020). Creative and research competence as a factor of professional training of future teachers: Perspective of learning technology. World Journal on Educational Technology: Current Issues, 12(4), 278-289. https://doi.org/10.18844/wjet.v12i4.5181
6. Arinaitwe, D. (2021). Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces. Empirical Research in Vocational Education and Training, 13, 1-22. https://doi: 10.1186/s40461-021-00117-z
7. Aydın, Ş. & İflazoğlu Saban, A. (2021). Investigation of teachers’ lifelong learning tendencies and cultural capital in terms of some variables. Ihlara Journal of Educational Research, 6(1), 27-42. https://doi.org/10.47479/ihead.891620
8. Aykaç, M., Kögce, D., & Aslandag, B. (2020). The investigation of mathematics teachers' perceptions of lifelong learning competencies. Educational Policy Analysis and Strategic Research, 15(3), 122-139. doi: https://doi.org/10.29329/epasr.2020.270.6

9. Ayvaz, K. (2021). What is lifelong learning? [Blog post]. Retrieved from: https://www.abprojeyonetimi.com/hayat-boyu-ogrenme-nedir/
10. Boeren, E. (2017). Researching lifelong learning participation through an interdisciplinary lens. International Journal of Research & Method in Education, 40(3), 299-310. https://doi.org/10.1080/1743727x.2017.1287893
11. Boyacı, Z. (2019). The relationship between lifelong learning tendencies and digital literacy levels of teacher candidates (A Düzce University Sample) [Unpublished master's thesis]. Sakarya University.
12. Boyd, P. (2022). Teachers’ research literacy as research-informed professional judgment. In P. Boyd, A. Szplit, & Z. Zbróg (Eds.), Developing teachers’ research literacy: International perspectives (pp. 17-43). Wydawnictwo Libron.
13. British Educational Research Association and Royal Society of the Arts. (2014). Research and the teaching profession: Building the capacity for a self-improving education system. Final report of the BERA-RSA inquiry into the role of research in teacher education. BERA. https://www.thersa.org/globalassets/pdfs/bera-rsa-research-teaching-profession-full-report-for-web-2.pdf
14. Bulaç, E. (2019). Investigation of Tendencies of Prospective Teachers towards Lifelong Learning [Unpublished master’s thesis]. Amasya University.
15. Bulaç, E. & Kurt, M. (2019). Examining the lifelong learning tendencies of prospective teachers. Amasya University Faculty of Education Journal, 8(1), 125-161. https://dergipark.org.tr/en/pub/amauefd/issue/45794/532829
16. Burke, L. E., Schlenk, E. A., Sereika, S. M., Cohen, S. M., Happ, M. B. & Dorman, J. S. (2005). Developing research competence to support evidence-based practice. Journal of Professional Nursing, 21(6), 358-363. https://doi.org/10.1016/j.profnurs.2005.10.011
17. Bülbül, A. (2020). Examination of lifelong learning trends of physical education and sports teachers on different variables. Journal of Education and Learning, 9(6), 94-101. https://doi: 10.5539/jel.v9n6p94
18. Büyüköztürk, Ş. (2012). Handbook of data analysis for social sciences. Ankara: Pegem Academy. Coolahan, J. (2002). Teacher education and the teaching career in an era of lifelong learning. OECD Education Working Papers, No. 2. OECD Publishing. https://doi.org/10.1787/226408628504
19. Cotton, K. (1998). From high school student to lifelong learner: Your route to independence. Research You Can Use: Lifelong Learning Series, Booklet 4. https://files.eric.ed.gov/fulltext/ED422607.pdf
20. Çelebi, N., Özdemir, H. & Eliçin, Ö. (2014). Studying level of awareness of teachers in terms of their lifelong learning skills. Procedia-Social and Behavioral Sciences, 116, 2030-2038. https://doi.org/10.1016/j.sbspro.2014.01.515
21. Çetin, S. & Çetin, F. (2017). Lifelong learning tendencies of prospective teachers. Journal of Education and Practice, 8(12), 1-8. https://files.eric.ed.gov/fulltext/EJ1140623.pdf
22. Demir-Başaran, S. & Sesli, C. (2019). Examination of primary school and middle school teachers’ lifelong learning tendencies based on various variables. European Journal of Educational Research, 8(3), 729-741. https://doi.org/10.12973/eu-jer.8.3.729
23. Demirel, M. & Akkoyunlu, B. (2017). Prospective teachers lifelong learning tendencies and information literacy self-efficacy. Educational Research and Reviews, 12(6), 329-337. https://doi.org/10.5897/ERR2016.3119
24. Demir, O., Aslan, S. A. & Demir, M. (2022). Examining the relationship between teachers’ lifelong learning tendencies and digital literacy levels. Journal of Educational Technology and Online Learning, 5(2), 379-392. https://doi.org/10.31681/jetol.1034697
25. Diker-Coşkun, Y. & Demirel, M. (2012). Lifelong learning tendencies of university students. Hacettepe University Journal of Education, 42, 108-120. https://avesis.hacettepe.edu.tr/yayin/125644c6-0a74-4309-8ff6-2d6936659553/lifelong-learni
26. Donnison, S. (2009). Discourses in conflict: The relationship between Gen Y pre-service teachers, digital technologies and lifelong learning. Australasian Journal of Educational Technology, 25(3), 336-350. https://doi.org/10.14742/ajet.1138
27. Ellez, A. M., Teker, D., Oruç, N., & Şafak, Ş. (2021, March 25-27). The relationship between teachers' lifelong learning tendencies and the learning strategies they use. Paper presented at the 8th International Congress on Curriculum and Instruction, Burdur, Turkey.
28. Erdamar, G., Demirkan, Ö., Saraçoğlu, G. & Alpan, G. (2017). The relationship between high school teachers’ life-long learning tendencies and their educational internet use self-efficacy beliefs. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 17(2), 636-657. https://doi.org/10.17240/aibuefd.2017.17.30227-326590
29. Evans, C., Waring, M., & Christodoulou, A. (2017). Building teachers’ research literacy: integrating practice and research. Research Papers in Education, 32(4), 403-423. https://doi.org/10.1080/02671522.2017.1322357
30. Field, J. (2011). Researching the benefits of learning: The persuasive power of longitudinal studies. London Review of Education, 9(3), 283-92. https://doi: 10.1080/14748460.2011.616320
31. Froehlich, D. E., Hobusch, U. & Moeslinger, K. (2021). Research methods in teacher education: meaningful engagement through service-learning. Frontiers in Education 6(178), 1-8. https://doi.org/10.3389/feduc.2021.680404
32. Gökyer, N. & Türkoğlu, İ. (2018). Lifelong learning trends of university students. The Journal of International Social Sciences, 28(2), 125-136. https://doi.org/10.18069/firatsbed.460929
33. Green, A. (2002). The many faces of lifelong learning: Recent education policy trends in Europe. Journal of Education Policy, 17(6), 611-626. https://doi.org/10.1080/0268093022000032274
34. Güvendi, B. & Serin, H. (2019). Investigation of the attitudes of prospective primary school teachers towards the course of play and physical activities and their motivation for participating in physical activity. Electronic Journal of Social Sciences, 18(72), 1957-1968. https://doi.org/10.17755/esosder.573789
35. Hemsley-Brown, J., & Sharp, C. (2003). The use of research to improve professional practice: A systematic review of the literature. Oxford Review of Education, 29(4), 449-471. https://doi.org/10.1080/0305498032000153025
36. İncik, E. Y. (2020). Investigation of the relationship between teachers' lifelong learning tendencies and 21st-century teacher skills, Bolu Abant İzzet Baysal University Faculty of Education Journal, 20(2), 1099-1112. https://dx.doi.org/10.17240/aibuefd.2020..-638602
37. İzci, E. & Özden, S. (2021). Investigation of the secondary school teachers' tendencies towards lifelong learning and critical thinking. Journal of History School, 50, 465-492. http://dx.doi.org/10.29228/Joh.48186
38. Kanmaz, A. (2021, March, 27-28). The relationship between teacher candidates’ lifelong learning tendencies and teacher self-efficacy beliefs [Oral presentation]. INSAC International Congress on Scientific Developments for Social and Education Sciences, Konya, Turkey.
39. Karakaya, İ. (2014). Scientific research methods. In A. Tanrıöğen (Ed.), Within the methods of scientific research (pp. 57-84). Ankara: Anı.
40. Kazu, İ. Y. & Erten, P. (2016). Teachers’ lifelong learning competencies. Elementary Education Online, 15(3), 834-854. https://dx.doi.org/10.17051/io.2016.07530
41. Keating, K. (2020). The mindset of a lifelong learner. Chief Learning Officer. https://www.chieflearningofficer.com/2020/05/26/the-mindset-of-a-lifelong-learner/
42. Kılıç, M. Y., & Kılıç, M. E. (2022). A study on determining the relationship between teachers' lifelong learning tendencies and their attitudes towards using technology in education. Malaysian Online Journal of Educational Technology, 10(2), 125-140. http://dx.doi.org/10.52380/mojet.2022.10.2.278
43. Koç Başaran, Y. (2017). Sampling theory in social sciences. Academic Social Research Journal, 5 (47), 480-495. https://dx.doi.org/10.16992/ASOS.12368
44. Kozikoğlu, İ. & Özcanlı, N. (2020). The relationship between teachers’ 21st-century teaching skills and their engagement to the profession. Cumhuriyet International Journal of Education, 9(1), 270-290. http://dx.doi.org/10.30703/cije.579925
45. Lamanauskas, V., & Augienė, D. (2017). Scientific research activity of students pre-service teachers of sciences at university: The aspects of understanding, situation and improvement. Eurasia Journal of Mathematics, Science and Technology Education, 13(1), 223-236. https://doi.org/10.12973/eurasia.2017.00613a
46. Lewis, I. and Munn, P. (1997). So you want to do research. Edinburgh: The Scottish Council for Research in Education.
47. Livingston, K. & Flores, M. A. (2017) Trends in teacher education: a review of papers published in the European journal of teacher education over 40 years. European Journal of Teacher Education, 40(5), 551-560. https://dx.doi.org/10.1080/02619768.2017.1387970
48. Mertens, D. M. (2014). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage Publications.
49. Mortimore, P. (2000). The road to school improvement. Lisse, The Netherlands: Swets & Zeitlinger.
50. Ocak, G., Çengelci, S., & Yurtseven, R. (2022). Examining the relationship between teachers' digital literacy skill levels and lifelong learning tendencies (Afyonkarahisar sample), The Journal of International Social Science Education, 8(1), 123-155. https://doi.org/10.47615/issej.1103143
51. Organisation for Economic Co-operation and Development [OECD]. (2021), OECD skills outlook 2021: Learning for life, OECD Publishing, Paris, https://doi.org/10.1787/0ae365b4-en
52. Öteleş, Ü. U. (2020). A study on the examination of the relationship between lifelong learning tendency and digital literacy level. Online Submission, 7(8), 57-73. https://files.eric.ed.gov/fulltext/ED610411.pdf
53. Özoğlu, C. (2019). The relationship between pre-service teachers’ lifelong learning tendencies and their digital literacy: An example from the Journal of Anadolu University Faculty of Education [Unpublished master’s thesis]. Anadolu University.
54. Parlar, H. (2012). Knowledge society, change and the new education paradigm. Yalova Journal of Social Sciences, 24(4), 193-209. https://dergipark.org.tr/en/pub/yalovasosbil/issue/21788/615751
55. Pilli, O., Sönmezler, A., & Göktan, N. (2017). Pre-service teachers’ tendencies and perceptions towards lifelong learning. European Journal of Social Science Education and Research, 4(4), 234-241. https://revistia.com/files/articles/ejser_v4_i4_17/Olga.pdf
56. Recepoğlu, S. (2021). Investigation of the relationship between social studies teacher candidates' lifelong learning tendencies and self-directed learning skills. Journal of Gazi University Gazi Education Faculty, 41(1), 551-569. https://dergipark.org.tr/tr/download/article-file/1529194
57. Sarıtepeci, M. & Orak, C. (2019). Lifelong learning tendencies of prospective teachers: Investigation of self-directed learning, thinking styles, ICT usage status and demographic variables as predictors. Bartın University Journal of Faculty of Education, 8(3), 904-927. https://doi.org/10.14686/buefad.555478
58. 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. https://dx.doi.org/10.13189/ujer.2017.050605
59. Shin, Y. S., & Jun, J. (2019). The hierarchical effects of individual and organizational variables on elementary school teachers’ lifelong learning competence. International Electronic Journal of Elementary Education, 12(2), 205-212. https://dx.doi.org/10.26822/iejee.2019257668
60. Stanovich P. J., Stanovich K. E. (2003). Using research and reason in education. Washington, DC: National Institute for Literacy.
61. Şen, N., & Yıldız Durak, H. (2022). Examining the relationships between English teachers’ lifelong learning tendencies with professional competencies and technology integrating self-efficacy. Education and Information Technologies, 27(5), 5953-5988. https://dx.doi.org/10.1007/s10639-021-10867-8
62. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston, Pearson.
63. Thwe, W. P., & Kálmán, A. (2023). The regression models for lifelong learning competencies for teacher trainers. Heliyon, 9(2). https://doi.org/10.1016/j.heliyon.2023.e13749
64. Tunca, N., Şahin, S. A. & Aydın, Ö. (2015). Life-long learning tendencies of pre-service teachers. Mersin University Journal of the Faculty of Education, 11(2), 432-446. https://doi.org/10.17860/efd.92694
65. Ürün-Karahan, B. (2017). The correlation between life-long learning tendencies of students of Turkish teaching and Turkish language and literature departments and their attitudes toward profession. E-Kafkas Journal of Educational Research, 4(3), 45-58. https://dergipark.org.tr/en/download/article-file/387809
66. Whitman, G. & Kelleher, I. (2017). Teachers are researchers spring. Retrieved from: https://www.nais.org/magazine/independent-school/spring-2017/teachers-are-researchers/
67. Winch, C., Oancea, A., & Orchard, J. (2015). The contribution of educational research to teachers’ professional learning: Philosophical understandings. Oxford Review of Education, 41(2), 202-216. https://doi.org/10.1080/03054985.2015.1017406
68. Van Katwijk, L., Jansen, E., & Van Veen, K. (2023). Pre-service teacher research: A way to future-proof teachers?. European Journal of Teacher Education, 46(3), 435-455. https://doi.org/10.1080/02619768.2021.1928070
69. Yaman, F. (2014). Examination of teachers' lifelong learning tendencies (Case of Diyarbakır province) [Unpublished master’s thesis], Dicle University Institute of Educational Sciences, Diyarbakır.
70. Yaman, F. & Yazar, T. (2015). Investigating of lifelong learning tendency of teachers (The Example of Diyarbakır). Kastamonu Journal of Education, 23(4), 1553-1566. https://dergipark.org.tr/tr/pub/kefdergi/issue/22597/241367
71. Yasa, H. D. (2018). Analysis of the Relationship between the lifelong learning tendencies and information literacy skills of teacher candidates [Unpublished master's thesis]. Bartın University.
72. Yıldız, D., Kılıç, M. Y., Gülmez, D., & Yavuz, M. (2019). Teachers’ research literacy skills: A scale development study. Turkish Journal of Educational Studies, 6(1), 45-65. https://doi.org/10.33907/turkjes.500780
73. Yılmaz, M. (2016). Examining teachers’ lifelong learning tendencies. Mustafa Kemal University Journal of Social Sciences Institute, 13(35), 253-262. https://dergipark.org.tr/en/pub/mkusbed/issue/24546/259995