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Bu araştırmada sınıf öğretmeni adaylarının yaşam boyu öğrenme eğilimlerinin cinsiyet, mezun oldukları lise türü, kurslara katılma durumları ile katıldıkları kurs türü değişkenlerine göre değişip değişmediğini belirlemek amaçlanmıştır. Araştırma tarama modellerinden olan genel tarama modeli ile gerçekleştirilmiştir. Araştırma verileri Diker Coşkun (2009) tarafından geliştirilen “Yaşam Boyu Öğrenme Eğilimleri Ölçeği" ile elde edilmiştir. Araştırma bulgularına göre sınıf öğretmeni adaylarının yaşam boyu öğrenme eğilim puanları ölçek ortalama puanın üzerinde çıkmıştır. Cinsiyet değişkenine göre kadın ve erkek öğretmen adaylarının yaşam boyu öğrenme eğilimleri arasında kadın öğretmen adayları lehine anlamlı farklılık olduğu gözlenmiştir. Mezun olunan lise türüne göre anlamlı bir farklılık görülmezken, kurslara katılım durumları incelendiğinde, kursa katılan öğretmen adaylarının yaşam boyu öğrenme eğilim puanlarının daha yüksek olduğu görülmüştür. Fakat kurs türüne göre öğretmen adaylarının yaşam boyu öğrenme eğilim puanlarında anlamlı bir farklılık bulunmamıştır.
This study aims to determine whether the lifelong learning tendencies of class teacher candidates vary according to gender, the type of high school they graduate, the circumstances of participation in the courses and the type of course they participate. The research was carried out with the general scan model from the scan models. The research data was obtained with the "Life Learning Trends Scale" developed by Diker Coşkun (2009). According to the research findings, class teacher candidates’ lifelong learning tendency scores have risen above the scale average. According to the gender variable, there is a significant difference between women and men’s teachers’ lifelong learning tendencies in favor of women’s teachers’ candidates. While there is no significant difference according to the type of high school graduated, when the participation conditions are examined, it has been shown that the teacher candidates who participate in the course have a higher lifelong learning tendency score. However, according to the type of course, there was no significant difference in the life-long learning tendencies of the teacher's candidates.
This study aimed to reveal whether the lifelong learning tendencies of primary school teacher candidates differed in terms of gender, the type of high school they graduated, their participation in courses and the type of course they attended. The research was carried out through the general survey model, which is one of the survey models. The data of the study were collected through the “Lifelong Learning Tendency Scale” developed by Diker Çoşkun (2009). According to the results of the research, the lifelong learning tendency scores of the teacher candidates were above the mean score of the scale. In the study, the lifelong learning tendencies of the primary school teacher candidates were compared in terms of different variables. While the lifelong learning tendencies of primary school teacher candidates differed by gender, no significant difference was revealed in terms of the type of high school they graduated. It was also concluded that the lifelong learning tendencies of primary school teacher candidates differed by their participation in various courses. This difference was found to be in favor of the candidates participating in courses. However, the lifelong learning tendencies of primary school teacher candidates did not differ by the type of course they attended.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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