The Investigation of Mathematics Teachers' Perceptions of Lifelong Learning Competencies

Autor/inn/en	Aykaç, Murtaza; Kögce, Davut; Aslandag, Buket
Titel	The Investigation of Mathematics Teachers' Perceptions of Lifelong Learning Competencies
Quelle	In: Educational Policy Analysis and Strategic Research, 15 (2020) 3, S.122-139 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aykaç, Murtaza) ORCID (Kögce, Davut) ORCID (Aslandag, Buket)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-4289
Schlagwörter	Mathematics Teachers; Junior High School Teachers; Teacher Attitudes; Lifelong Learning; Teacher Competencies; Teacher Characteristics; Job Satisfaction; Teaching (Occupation); Professional Development; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Life-long learning; Lebenslanges Lernen; Lehrkunst; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Teaching; Lehrberuf; Ausland; Türkei
Abstract	The purpose of this study is to examine the mathematics teachers' perceptions of lifelong learning competencies. The study group of the research consisted of secondary school mathematics teachers working in the Ministry of National Education. This study was carried out to examine the perceptions of secondary school mathematics teachers on lifelong learning competencies depending on some variables and a correlational survey model within the scope of the descriptive method was used. In the research, "Key Competencies Scale in Lifelong Learning" developed by Sahin, Akbasli and Yanpar Yelken (2010) was used. Independent samples t-test, one-way analysis of variance and Tukey test were used to compare the mean scores obtained from the scale by variables. The results obtained from the research indicated that the secondary school mathematics teachers participated in the research have high level of life-long learning competencies. There was found to be no significant difference between the scores of life-long learning competencies as regards their genders, the high schools they graduated from, the faculty they graduated from, the geographical region where they have been working and professional seniority. However, significant differences were found in participants' scores of lifelong learning competencies related to their professional satisfaction status and the frequency of the activities they participate for personal and professional development. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://epasr.penpublishing.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01