Abstract
In this study, it is aimed to investigate the relationship between life-long learning tendencies and Technological Pedagogical Content Knowledge of the teacher candidates. The design of the study is based on the correlational survey model. The participants of the study are 271 senior teacher candidates studying at Ondokuz Mayis University Education Faculty in 2018-2019 academic period. Purposeful sampling method was used in the study. Our first result indicates that there is no significant difference in terms of gender for Techno-pedagogical Education Competency of the teacher candidates and regarding its sub-dimensions yet there is a significant difference for Lifelong Learning Tendency of teacher candidates in favor of females in the context of Independent Samples T- Tests. Furthermore, One-Way ANOVA tests show that there are significant differences for all the sub-dimensions of “Techno-pedagogical Education Competency” as well as for its whole structure and along with that, “ Lifelong Learning Tendency ” of teacher candidates display differences at least between two groups as regards to their departments. In this study, it is found out that there is a moderate correlation between Techno-pedagogical Education Competency and Lifelong Learning Tendency levels of teacher candidates. There are also moderate correlations with the sub-dimensions of Techno-pedagogical Education Competency and Lifelong Learning Tendency given as Exertion, Ethics, Proficiency and Design with Lifelong Learning Tendency of teacher candidates.
Highlights
The developments in science and technology have introduced major innovations and perspectives to education and to many other disciplines
Do “Techno Pedagogical Education Competency” and “Lifelong Learning Tendency” of teacher candidates differ in terms of gender?
After the normalization of the data through square root transformations, Independent Samples T- Test was performed as a parametric test in order to reveal whether “Techno Pedagogical Education Competency” and “Lifelong Learning Tendency” of teacher candidates differ in terms of gender
Summary
The developments in science and technology have introduced major innovations and perspectives to education and to many other disciplines. Participatory Educational Research (PER), 6 (2); December 2019 the learning system (Horzum, 2011) In this respect, it is not enough for teachers to use technology only by following technological developments; but it becomes necessary to make use of technology fully when organizing learning activities (Akpınar, 2003). Lifelong learning cannot be considered as an activity that contributes only to the professional careers of individuals and it should not be limited only to the framework of childhood and youth education It is a much wider process encompassing every period of an individual’s life (Gündoğan, 2003). Lifelong learning gains importance in this respect It is seen as an unavoidable need for individuals and especially for teachers to personally develop so that they can meet the changing quality requirements and adjust themselves to professional life (Bilir, 2006). Life-long learning tendencies are of significance for every teacher or teacher candidate in order to be able to meet the dynamic changes of technological and social developments
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