Lifelong learning tendencies of trainers in adult education

Şener Şentürk, Volkan Duran

Abstract


Nowadays, it is essential for countries to adapt to quickly evolving demands of our age. Therefore, life-long learning competencies, skills and attitudes are of having significance for today’s formal and informal education processes so that it is important to investigate life-long learning tendencies of teachers and trainers. The study was designed based on the correlational survey model. The Lifelong Learning Tendencies which was developed by Diker-Coşkun (2009) was used in this study. The data were analyzed with normal distribution techniques. Population consists of 354 trainers in Public Education Centers in Samsun. According to descriptive results, it was seen that the motivation and persistence levels of the trainers were higher than the “lack of regulation of learning” and “lack of curiosity” levels. According to T test results in terms gender, there was a significant difference in lack of regulation and lack of curiosity dimension in favour of females in terms of lifelong learning tendencies. As a result of the variance analysis regarding the lifelong learning tendencies of the educators in terms of age, as the age level increases, the tendency to persistence which is the sub-factor of lifelong tendencies increases. The result of variance analysis of lifelong learning tendencies in terms of graduation levels indicates that as the level of education increases, persistence level decreases and regulation skill increases. No statistically significant difference was found between the mean scores of lifelong learning tendencies in terms of professional seniority variable and mode of their work. According to the independent sample T Test results it was seen that the trainers who did not receive pedagodical formation had higher tendency in the fields of motivation and persistence. According to the results of the independent sample T Test, it was found that there was a significant difference in the sub-dimension of lack of regulation of learning according to the existance of any curriculum related to their field of study in favour of saying “no”. Quantitative, qualitative and mixed studies will be carried out in order to provide a more in-depth analysis in this issue. Different variables such as social, cultural, economic, population density, geographical conditions can be used for subsequent researches. More importantly, life-long learning tendecies can be investigated through different relevant dependent variables. 

Keywords


Life-Long Learning Tendencies; Public Education Centers (HEM); Trainers in Public Education Centers (HEM)



DOI: http://doi.org/10.11591/ijere.v9i1.20365
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International Journal of Evaluation and Research in Education (IJERE)
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