Teacher candidates' teaching-learning conceptions and self-efficacy in organizing out-of-school trips: The mediating role of lifelong learning

Büşra Baki̇Oğlu

doi:10.5937/istrped2102483b

Abstract

This study aimed to examine whether lifelong learning has a mediating role in the relationship between teacher candidates' teaching-learning conceptions and self-efficacy in organizing out-of-school trips. Structural Equation Modeling was used to determine this relationship. The study sample consisted of 341 teacher candidates. The study data were collected using the Teaching and Learning Conceptions Questionnaire, the Self-Efficacy Belief Scale for Planning and Organizing Educational Out-of-school Trips, and the Lifelong Learning Scale. Participants' ages ranged from 18 to 30 (M = 23.26; SD = 2.62). According to the findings of the study, positive and significant relationships were found between teacher candidates' teaching-learning conceptions and lifelong learning and their self-efficacy in organizing out-of-school trips. The structural equation model of the study was confirmed. In conclusion, teacher candidates' lifelong learning tendencies were found to strengthen the relationship between teaching-learning conceptions and self-efficacy in organizing out-of-school trips.

Highlights

The changing world has brought about some differences in teaching-learning conception
It is thought that the self-efficacy of teacher candidates who have a constructivist conception in organizing trips to out-of-school environments increases because according to the constructivist approach, individuals who learn by doing-experiencing will believe in themselves more to do a job, and their self-efficacy beliefs will increase
It is considered that this study revealed the relationship between teacher candidates’ lifelong learning and their teaching-learning conceptions and self-efficacy in organizing out-of-school trips and indicated that teacher candidates' lifelong learning tendencies strengthened the relationship between their teaching-learning conceptions and self-efficacy in organizing out-ofschool trips

Summary

Introduction

The changing world has brought about some differences in teaching-learning conception. The first includes expanding the professional development process of teacher candidates with the concept of lifelong learning, and the other aims to make individual teaching abilities comprehensive with practices performed in society. In this context, Chapman et al (2003) emphasize the necessity of developing teacher candidates’ competencies for applying the lifelong learning and constructivist approach in education to become a lifelong learning society. In the Faure report published by UNESCO in 1972, lifelong learning was described as in the following statement: “Teaching should adapt to self-learning, contrary to the understanding of traditional education.” For this reason, it is thought that the learning-teaching understanding of the individual is related to lifelong learning. This study aims to examine whether lifelong learning has a mediating role in the relationship between teacher candidates' teaching-learning conceptions and self-efficacy trips out of school

Objectives

Methods

Results

Discussion

Conclusion