Abstract:

The aim of the study is to determine pre-service teachers’ perceptions of their academic literacy and lifelong learning and to explore the relationship between their perceptions of academic literacy and their lifelong learning tendencies. In this quantitative research in the relational survey model, convenience sampling method was used. The sample of the study consisted of 359 volunteer pre-service teachers studying in different departments at the faculty of education of a public university in the Aegean Region in the 2022-2023 academic year. Data were collected digitally through a google form. “Personal Information Form”, “Academic Literacy Scale” and “Lifelong Learning Dispositions Scale” were used as data collection tools. As a result of the study, it was determined that pre-service teachers’ academic literacy perceptions and lifelong learning dispositions were high. It was observed that pre-service teachers’ perceptions of the "use of knowledge" dimension were lower than the others. A highly positive and significant relationship was found between pre-service teachers’ academic literacy perceptions and their lifelong learning dispositions. It can be said that the increase in pre-service teachers’ perceptions of academic literacy significantly increases their lifelong learning dispositions. In addition, pre-service teachers’ academic literacy explains 40% of the total variance in their lifelong learning dispositions.

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