Abstract

This study determines the relationship between primary school teacher candidates’ lifelong learning tendency and their perceptions of computer self-efficacy. The research was carried out with 92 undergraduate teachers studying at Bartin University of Teacher Education Faculty, in 2014-2015 academic year. In this study, personal information questionnaire, Lifelong Learning Trends Scale developed by Diker (2009) and Computer Self- Efficacy Scale developed by Askar and Umay were used to collect data.  At the end of the research, the teacher candidates’ desire for life-long learning and perception level of computer self-efficacy, motivation and perseverance dimension scores, desires to obtain post- graduate education, deprivation size and being happy studying primary teaching education varied. The students' scores of computer self-efficacy scale, motivation and persistence size scores had moderate significant and positive relationship; while deprivation of learning regulation scores had a non-significant relationship with computer self-efficacy scale. Key words: Life long learning, self efficacy, tendency, teacher candidates.

Highlights

  • From the past to present, ongoing scientific and technological advances have led to changes in social structure

  • Personal information questionnaire, Lifelong Learning Trends Scale developed by Diker (2009) and Computer Self- Efficacy Scale developed by Askar and Umay were used to collect data

  • The difference between primary school teacher candidates’ tendencies of lifelong learning and their perceptions of computer self-efficacy was examined based on independent variables such as sex, class, type of high school graduated from, location of the high school, general point average, teachers’ satisfaction from studying primary school teaching and desire to obtain postgraduate education

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Summary

Introduction

From the past to present, ongoing scientific and technological advances have led to changes in social structure. Knowledge has become an important factor that determines the strength of any community. Information producing communities have a voice in the world. To get to this level, individuals living in these communities should be involved in research, have access to life-long resources and information and above all, should be able to learn for life. With the emergence of life-long learning concept, factors such as differences in the learning needs of individual financial problems, changes in education management and communication, increase in technological possibilities, opening of new career area, increased competition in business life, changes in the expectations of employees and the necessity of acquiring new knowledge and skills play a significant role (Knapper and Cropley, 2000). Individuals’ renewal of existing knowledge and the requirement of developing their skills

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