Abstract
Examining Beliefs of Preservice Teachers about Epistemology and Life-Long Learning Competency via Canonical Correlation Analysis
Highlights
With a primary importance among educational studies across the world, “Life Long Learning” is a concept that could occur anywhere an individual is and removes all kinds of limitations like place, time, age and educational background (Güleç et al, 2012)
From this point of view; it is significant and important to discuss the relationship between life-long learning and epistemological beliefs via canonical correlation analysis on the basis of preservice teachers in this day, when the necessity of life-long learning is felt even greater
It is believed that determining the perceptions of preservice teachers regarding life-long learning and epistemological beliefs brings a prominence into the study in terms of raising individuals as life-long learners
Summary
With a primary importance among educational studies across the world, “Life Long Learning” is a concept that could occur anywhere an individual is and removes all kinds of limitations like place, time, age and educational background (Güleç et al, 2012). Preservice teachers should become conscious of their implicit beliefs to increase their effectiveness in the teaching-learning process From this point of view; it is significant and important to discuss the relationship between life-long learning and epistemological beliefs via canonical correlation analysis on the basis of preservice teachers in this day, when the necessity of life-long learning is felt even greater. In this context, it is believed that determining the perceptions of preservice teachers regarding life-long learning and epistemological beliefs brings a prominence into the study in terms of raising individuals as life-long learners. If there is a statistically significant correlation, from which subdimensions (factors) of each belief set does this significant total correlation stem from?
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