The Relationship Between Pre-Service Teachers’ Academic Literacy Perceptions And Their Lifelong Learning Dispositions

Yeliz Özkan Hıdıroğlu; Abdurrahman Tanrıöğen

Makale detayları

The Relationship Between Pre-Service Teachers’ Academic Literacy Perceptions And Their Lifelong Learning Dispositions

Yazarlar:

Yeliz Özkan Hıdıroğlu | Abdurrahman Tanrıöğen

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 59, pp.709-725

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001314413

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 The aim of the study is to determine pre-service teachers perceptions of their academic literacy and lifelong learning and to explore the relationship between their perceptions of academic literacy and their lifelong learning tendencies. In this quantitative research in the relational survey model, convenience sampling method was used. The sample of the study consisted of 359 volunteer pre-service teachers studying in different departments at the faculty of education of a public university in the Aegean Region in the 2022-2023 academic year. Data were collected digitally through a google form. Personal Information Form, Academic Literacy Scale and Lifelong Learning Dispositions Scale were used as data collection tools. As a result of the study, it was determined that pre-service teachers academic literacy perceptions and lifelong learning dispositions were high. It was observed that pre-service teachers perceptions of the use of knowledge dimension were lower than the others. A highly positive and significant relationship was found between pre-service teachers academic literacy perceptions and their lifelong learning dispositions. It can be said that the increase in pre-service teachers perceptions of academic literacy significantly increases their lifelong learning dispositions. In addition, pre-service teachers academic literacy explains 40 of the total variance in their lifelong learning dispositions.

 The aim of the study is to determine pre-service teachers perceptions of their academic literacy and lifelong learning and to explore the relationship between their perceptions of academic literacy and their lifelong learning tendencies. In this quantitative research in the relational survey model, convenience sampling method was used. The sample of the study consisted of 359 volunteer pre-service teachers studying in different departments at the faculty of education of a public university in the Aegean Region in the 2022-2023 academic year. Data were collected digitally through a google form. Personal Information Form, Academic Literacy Scale and Lifelong Learning Dispositions Scale were used as data collection tools. As a result of the study, it was determined that pre-service teachers academic literacy perceptions and lifelong learning dispositions were high. It was observed that pre-service teachers perceptions of the use of knowledge dimension were lower than the others. A highly positive and significant relationship was found between pre-service teachers academic literacy perceptions and their lifelong learning dispositions. It can be said that the increase in pre-service teachers perceptions of academic literacy significantly increases their lifelong learning dispositions. In addition, pre-service teachers academic literacy explains 40 of the total variance in their lifelong learning dispositions.

 The aim of the study is to determine pre-service teachers perceptions of their academic literacy and lifelong learning and to explore the relationship between their perceptions of academic literacy and their lifelong learning tendencies. In this quantitative research in the relational survey model, convenience sampling method was used. The sample of the study consisted of 359 volunteer pre-service teachers studying in different departments at the faculty of education of a public university in the Aegean Region in the 2022-2023 academic year. Data were collected digitally through a google form. Personal Information Form, Academic Literacy Scale and Lifelong Learning Dispositions Scale were used as data collection tools. As a result of the study, it was determined that pre-service teachers academic literacy perceptions and lifelong learning dispositions were high. It was observed that pre-service teachers perceptions of the use of knowledge dimension were lower than the others. A highly positive and significant relationship was found between pre-service teachers academic literacy perceptions and their lifelong learning dispositions. It can be said that the increase in pre-service teachers perceptions of academic literacy significantly increases their lifelong learning dispositions. In addition, pre-service teachers academic literacy explains 40 of the total variance in their lifelong learning dispositions.

 Araştırmanın amacı öğretmen adaylarının akademik okuryazarlıklarına ve yaşam boyu öğrenmelerine ilişkin algılarını belirlemek ve akademik okuryazarlık algılarıyla yaşam boyu öğrenme eğilimleri arasındaki ilişkiyi ortaya koymaktır. Nicel araştırmalardan ilişkisel tarama modelindedir. Araştırmada uygun örnekleme yöntemi kullanılmıştır. Araştırmanın örneklemi 2022-2023 eğitim-öğretim yılında Ege Bölgesindeki bir kamu üniversitesindeki eğitim fakültesinde farklı bölümlerde öğrenim gören gönüllü 359 öğretmen adayıdır. Veriler google form aracılığıyla dijital ortamda toplanmıştır. Veri toplama aracı olarak Kişisel Bilgi Formu, Akademik Okuryazarlık Ölçeği ve Yaşam Boyu Öğrenme Eğilimleri Ölçeği kullanılmıştır. Araştırmanın sonucunda öğretmen adaylarının akademik okuryazarlık algıları ve yaşam boyu öğrenme eğilimlerinin yüksek olduğu belirlenmiştir. Öğretmen adaylarının bilgi kullanımı boyutuna ilişkin algılarının diğerlerinden daha düşük olduğu görülmüştür. Öğretmen adaylarının akademik okuryazarlık algılarıyla yaşam boyu öğrenme eğilimleri arasında yüksek düzeyde pozitif ve anlamlı bir ilişki bulunmuştur. Öğretmen adaylarının akademik okuryazarlık algılarının artması yaşam boyu öğrenme eğilimlerini oldukça arttırdığı söylenebilir. Ayrıca öğretmen adaylarının akademik okuryazarlıkları, yaşam boyu öğrenme eğilimlerindeki toplam varyansın  40ını açıklamaktadır.

Makale detayları

The Relationship Between Pre-Service Teachers’ Academic Literacy Perceptions And Their Lifelong Learning Dispositions

Yazarlar:

Yeliz Özkan Hıdıroğlu | Abdurrahman Tanrıöğen

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 59, pp.709-725

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001314413

pISSN:

2602-2850

Academic literacy

lifelong learning dispositions

pre-service teachers

relational survey modelAkademik okuryazarlık

yaşam boyu öğrenme eğilimleri

öğretmen adayları

ilişkisel tarama modeli

Sayı

Makale detayları

Yazarlar: Yeliz Özkan Hıdıroğlu | Abdurrahman Tanrıöğen

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Eğitim Üzerine Çalışmalar (Diğer)

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 59, pp.709-725

Belge Tipi: Makale

Yayın Tarihi: 3/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001314413

pISSN: 2602-2850

Sayı

Yazarlar:

Yeliz Özkan Hıdıroğlu | Abdurrahman Tanrıöğen

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 59, pp.709-725

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001314413

pISSN:

2602-2850