The Relationship of Prospective Teachers' Educational Philosophy and Life-Long Learning Tendencies to Their Teaching-Learning Process Competencies = Ögretmen adaylarinin egitim felsefesi egilimleri ve yasam boyu ögrenme egilimleri ile ögretme-ögrenme süreci yeterlikleri arasindaki iliski

Y

44

Correlation; Preservice Teachers; Educational Philosophy; Lifelong Learning; Learning Processes; Teacher Competencies; Gender Differences; Departments; Student Characteristics; Public Colleges; Foreign Countries; Self Efficacy

2146-0655

The purpose of this study is to determine the relationship between prospective teachers' tendencies towards educational philosophy and lifelong learning and their teaching-learning process competencies. The study used the descriptive model to determine the current situation and adopted a predictive correlational design to find out the extent to which educational philosophy and lifelong learning tendencies predict teaching-learning process competencies. The study group consisted of 238 prospective teachers. The data were obtained using three scales, namely "Educational Philosophy Tendencies Scale", "Lifelong Learning Tendencies Scale" and "Teaching-Learning Process Competencies Scale". The study revealed that prospective teachers adopted more the philosophy of progressivism and reconstructionism, and their lifelong learning and teaching-learning process competencies were at a high level. The gender variable was effective only in the essentialism dimension in terms of the educational philosophy tendencies. While it was effective in lifelong learning tendencies, it had no effect in teaching-learning process competencies. The branch variable, on the other hand, was effective in all dimensions of educational philosophy tendencies except for perennialism. It was determined that the tendencies towards educational philosophies alone are not predictors of the teaching-learning process competencies. When, however, lifelong learning tendencies and educational philosophies are taken into account together, they predict the teaching-learning process competencies.

As Provided

2020

EJ1275696