Öz
The purpose of this study is to examine the prospective mathematics teachers' perceptions of lifelong learning competencies. The study group of the research consisted of 1st, 2nd, 3rd and 4th year prospective teachers studying at mathematics education undergraduate program of the education faculty of a public university. In this research, cross-sectional research method was used within the scope of descriptive research approach in order to reveal how mathematics teacher candidates' perceptions of lifelong learning competencies have improved. In the research, as a data collection tool "Key Competencies for Lifelong Learning" scale developed by Şahin, Akbaşlı and Yanpar-Yelken (2010) was used. Independent samples t-test and one-way analysis of variance (ANOVA) were used to compare the mean scores obtained from the scale by variables. The results obtained from the research indicated that the prospective mathematics teachers participated in the research have high level of life-long learning competencies. A significant difference was found in prospective mathematics teachers’ scores of life-long learning competencies as regards their genders and the high schools they graduate from. Participants graduated from Anatolian High School and Teacher Training High School had higher scores than the other participants. However, no significant difference was found in prospective mathematics teachers’ scores of life-long learning competencies regarding the year of their study.
Anahtar Kelimeler
Lifelong learning prospective mathematics teachers' perception of lifelong learning
Kaynakça
- Akbaş, O. & Özdemir, S. M. (2002). Lifelong learning in the european union. Journal National Education, (156), 112- 126.
- Aksoy, M. (2013). Lifelong learning as a concept and european union of lifelong learning adventure. Bilig, 64, 23- 48.
- Akyol, B., Başaran, R. & Yeşilbaş, Y. (2018). Life satisfaction level and lifelong learning tendencies of public education center trainees. Mehmet Akif Ersoy University Journal of Faculty of Education, 48, 301-324
- Bağcı, E. (2011). Lifelong education policies in turkey in the process of evropean union membership. Ondokuz Mayıs University Journal of Faculty of Education, 30(2), 139-173.
- Çepni, S. (2018). Introduction to research and project studies. Ankara: Pegem Academy.
- Coşkun, Y. D. (2009). Investigation of lifelong learning tendency of undergraduate students? İn terms of some variables. Unpublished doctoral thesis, Hacettepe Universitesity Social Sciences Institute, Ankara.
- Coşkun, Y. D. & Demirel, M. (2012). Lifelong learning tendencies of üniversity students. Hacettepe University Journal of Education, 42, 108-120.
- Demirel, M. & Yağcı, E. (2012). Perceptions of primary school teacher candidates about lifelong learning, Hacettepe University Journal of Education, 1, 100-111.
- Dunlap, J. C. (2003). Preparing students for lifelong learning: a review of instructional features and teaching methodologies. Performance Improvement Quarterly, 16(2), 6-25
- Gencel, İ. E. (2013). Prospective teachers’ perceptions towards lifelong learning competencies. Education and Science, 38(170), 237-252.
- Güleç, İ., Çelik, S. & Demirhan, B. (2013). What is lifelong learning? An evaluation on definition and scope. Sakarya University Journal of Education, 2(3), 34-48.
- Gür, E. (2014). Factors effecting lifelong learning inclinations of prospective teachers (Doctorate Thesis). Department of Curriculum and Instruction Abant İzzet Baysal University.
- Karakuş, C. (2013). Lifelong learning competences of vocational school students. Journal of Research in Education and Teaching, 2 (3), 26-35.
- Kılıç, Ç. (2014). Pre-service teachers’ perceptions towards lifelong learning. Journal of Research in Education and Teaching, 3(4), 79-87.
- Ministry of National Education (MoNE) (2014). Turkey lifelong learning strategy document for 2014-2018. http://abdigm.meb.gov.tr/projeler/ois/013.pdf
- Murdoch-Eaton, D. & Whittle, S. (2012). Generic skills in medical education: developing the tools for successful lifelong learning. Medical Education, 46(1), 120-128.
- Oral, B. & Yazar, T. (2015). Examining the perception of prospective teachers about life-long learning in terms of various variables. Electronic Journal of Social Sciences, 14(52), 1-11.
- Poyraz, H. & Titrek, O. (2013). Development of lifelong learning in Turkey. Abant Izzet Baysal University. Journal of Faculty of Education, 13(1), 115-131.
- Samancı, O. & Ocakcı, E. (2017). Lifelong learning. Bayburt Journal of Faculty of Education, 12(24), 711-722.
- Scheuch, K. L. (2007). Faculty research orientation, undergraduate research activities and student outcomes. Unpublished doctoral dissertation, Florida State University, Florida.
- Selvi, K. (2011). Teachers’ lifelong learning competencies. IJOCIS, 1(1), 61-69.
- Şahin, M., Akbaşlı, S. & Yanpar, T.Y. (2010). Key competences for lifelong learning: the case of prospective teachers. Educational Research and Review, 5(10), 545-556.
- Şahin, Ç. & Arcagök, S. (2014). Examination of the teachers’ lifelong learning competences levels in terms of some variables. Adıyaman University Journal of Social Sciences, 7(16).394-417.
- Yaman, F. & Yazar, T. (2015). Investigating of lifelong learning tendency of teachers (The example of Diyarbakır). Kastamonu University Kastamonu Education Journal, 23(4), 1553-1566.
- Yıldız-Durak, H. & Şahin, Z. (2018). Investigation of the contribution of coding training in teaching candidates to the development of lifelong learning competencies. Journal of Ege Education Technologies, 2(2), 55-67.
- Yılmaz, M. (2016). Examination of teachers’ lifelong learning tendencies. Mustafa Kemal University Journal of Social Sciences Institute, 13(35), 253-262.
Öz
The purpose of this study is to examine the prospective mathematics teachers' perceptions of lifelong learning competencies. The study group of the research consisted of 1st, 2nd, 3rd and 4th year prospective teachers studying at mathematics education undergraduate program of the education faculty of a public university. In this research, cross-sectional research method was used within the scope of descriptive research approach in order to reveal how mathematics teacher candidates' perceptions of lifelong learning competencies have improved. In the research, as a data collection tool "Key Competencies for Lifelong Learning" scale developed by Şahin, Akbaşlı and Yanpar-Yelken (2010) was used. Independent samples t-test and one-way analysis of variance (ANOVA) were used to compare the mean scores obtained from the scale by variables. The results obtained from the research indicated that the prospective mathematics teachers participated in the research have high level of life-long learning competencies. A significant difference was found in prospective mathematics teachers’ scores of life-long learning competencies as regards their genders and the high schools they graduate from. Participants graduated from Anatolian High School and Teacher Training High School had higher scores than the other participants. However, no significant difference was found in prospective mathematics teachers’ scores of life-long learning competencies regarding the year of their study.
Anahtar Kelimeler
Lifelong learning prospective mathematics teachers perception of lifelong learning
Kaynakça
- Akbaş, O. & Özdemir, S. M. (2002). Lifelong learning in the european union. Journal National Education, (156), 112- 126.
- Aksoy, M. (2013). Lifelong learning as a concept and european union of lifelong learning adventure. Bilig, 64, 23- 48.
- Akyol, B., Başaran, R. & Yeşilbaş, Y. (2018). Life satisfaction level and lifelong learning tendencies of public education center trainees. Mehmet Akif Ersoy University Journal of Faculty of Education, 48, 301-324
- Bağcı, E. (2011). Lifelong education policies in turkey in the process of evropean union membership. Ondokuz Mayıs University Journal of Faculty of Education, 30(2), 139-173.
- Çepni, S. (2018). Introduction to research and project studies. Ankara: Pegem Academy.
- Coşkun, Y. D. (2009). Investigation of lifelong learning tendency of undergraduate students? İn terms of some variables. Unpublished doctoral thesis, Hacettepe Universitesity Social Sciences Institute, Ankara.
- Coşkun, Y. D. & Demirel, M. (2012). Lifelong learning tendencies of üniversity students. Hacettepe University Journal of Education, 42, 108-120.
- Demirel, M. & Yağcı, E. (2012). Perceptions of primary school teacher candidates about lifelong learning, Hacettepe University Journal of Education, 1, 100-111.
- Dunlap, J. C. (2003). Preparing students for lifelong learning: a review of instructional features and teaching methodologies. Performance Improvement Quarterly, 16(2), 6-25
- Gencel, İ. E. (2013). Prospective teachers’ perceptions towards lifelong learning competencies. Education and Science, 38(170), 237-252.
- Güleç, İ., Çelik, S. & Demirhan, B. (2013). What is lifelong learning? An evaluation on definition and scope. Sakarya University Journal of Education, 2(3), 34-48.
- Gür, E. (2014). Factors effecting lifelong learning inclinations of prospective teachers (Doctorate Thesis). Department of Curriculum and Instruction Abant İzzet Baysal University.
- Karakuş, C. (2013). Lifelong learning competences of vocational school students. Journal of Research in Education and Teaching, 2 (3), 26-35.
- Kılıç, Ç. (2014). Pre-service teachers’ perceptions towards lifelong learning. Journal of Research in Education and Teaching, 3(4), 79-87.
- Ministry of National Education (MoNE) (2014). Turkey lifelong learning strategy document for 2014-2018. http://abdigm.meb.gov.tr/projeler/ois/013.pdf
- Murdoch-Eaton, D. & Whittle, S. (2012). Generic skills in medical education: developing the tools for successful lifelong learning. Medical Education, 46(1), 120-128.
- Oral, B. & Yazar, T. (2015). Examining the perception of prospective teachers about life-long learning in terms of various variables. Electronic Journal of Social Sciences, 14(52), 1-11.
- Poyraz, H. & Titrek, O. (2013). Development of lifelong learning in Turkey. Abant Izzet Baysal University. Journal of Faculty of Education, 13(1), 115-131.
- Samancı, O. & Ocakcı, E. (2017). Lifelong learning. Bayburt Journal of Faculty of Education, 12(24), 711-722.
- Scheuch, K. L. (2007). Faculty research orientation, undergraduate research activities and student outcomes. Unpublished doctoral dissertation, Florida State University, Florida.
- Selvi, K. (2011). Teachers’ lifelong learning competencies. IJOCIS, 1(1), 61-69.
- Şahin, M., Akbaşlı, S. & Yanpar, T.Y. (2010). Key competences for lifelong learning: the case of prospective teachers. Educational Research and Review, 5(10), 545-556.
- Şahin, Ç. & Arcagök, S. (2014). Examination of the teachers’ lifelong learning competences levels in terms of some variables. Adıyaman University Journal of Social Sciences, 7(16).394-417.
- Yaman, F. & Yazar, T. (2015). Investigating of lifelong learning tendency of teachers (The example of Diyarbakır). Kastamonu University Kastamonu Education Journal, 23(4), 1553-1566.
- Yıldız-Durak, H. & Şahin, Z. (2018). Investigation of the contribution of coding training in teaching candidates to the development of lifelong learning competencies. Journal of Ege Education Technologies, 2(2), 55-67.
- Yılmaz, M. (2016). Examination of teachers’ lifelong learning tendencies. Mustafa Kemal University Journal of Social Sciences Institute, 13(35), 253-262.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Alan Eğitimleri |
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Yayımlanma Tarihi | 20 Ekim 2020 |
| Gönderilme Tarihi | 11 Haziran 2020 |
| Kabul Tarihi | 21 Eylül 2020 |
| Yayımlandığı Sayı | Yıl 2020 Cilt: 8 Sayı: 16 |
Cited By
The Study of Thesis Made on Lifelong Learning in Turkey by Document Analysis
International e-Journal of Educational Studies
https://doi.org/10.31458/iejes.1248507
Secondary school mathematics teaching evaluations by students: A report card for the mathematics teacher
Eurasia Journal of Mathematics, Science and Technology Education
https://doi.org/10.29333/ejmste/12774
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