Original article | Open Access
International Journal of Progressive Education 2022, Vol. 18(5) 133-145
An Investigation of Preschool Teacher Candidates’ Lifelong Learning Tendencies
pp. 133 - 145 | DOI: https://doi.org/10.29329/ijpe.2022.467.8
Publish Date: October 01, 2022 | Single/Total View: 217/471 | Single/Total Download: 317/689
Abstract
This research aims to determine the preschool teacher candidates’ lifelong learning tendencies and preschool teacher candidates’ opinions about lifelong learning. The study group of this research is first, second, third and fourth grade students of preschool teaching in the primary school education department of a public university in Turkey. A mixed-method was used in this research. Data were gathered via the “Lifelong Learning Tendency Scale” which is developed by Diker-Coşkun and via the “Interview Form” which is developed by researchers. The lifelong learning tendency scale is applied to 362 students, and interviews are done with 27 students. Results show that the students’ lifelong tendencies are above the average point of the scale. There is no significant difference in lifelong learning tendencies between grade levels. There is a significant difference in lifelong learning tendencies between the different levels of academic success and whether or not students desire to get postgrad education.
Keywords: Lifelong Learning; Lifelong Learning Tendencies; Preschool Teacher Candidates
APA 7th edition
Tekkol, I.A., & Demirel, M. (2022). An Investigation of Preschool Teacher Candidates’ Lifelong Learning Tendencies. International Journal of Progressive Education, 18(5), 133-145. https://doi.org/10.29329/ijpe.2022.467.8
Harvard
Tekkol, I. and Demirel, M. (2022). An Investigation of Preschool Teacher Candidates’ Lifelong Learning Tendencies. International Journal of Progressive Education, 18(5), pp. 133-145.
Chicago 16th edition
Tekkol, Ilkay Askin and Melek Demirel (2022). "An Investigation of Preschool Teacher Candidates’ Lifelong Learning Tendencies". International Journal of Progressive Education 18 (5):133-145. https://doi.org/10.29329/ijpe.2022.467.8
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