The Mediating Role of Self-Directed Learning Readiness in the Relationship between Teaching-Learning Conceptions and Lifelong Learning Tendencies

Autor/inn/en	Karatas, Kasim; Sentürk, Cihad; Teke, Aziz
Titel	The Mediating Role of Self-Directed Learning Readiness in the Relationship between Teaching-Learning Conceptions and Lifelong Learning Tendencies
Quelle	In: Australian Journal of Teacher Education, 46 (2021) 6, S.54-77, Artikel 4 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Self Management; Learning Readiness; Correlation; Lifelong Learning; Undergraduate Students; Preservice Teachers; Preservice Teacher Education; Constructivism (Learning); Student Centered Learning; 21st Century Skills; Foreign Countries; Independent Study; Turkey; Self Directed Learning Readiness Scale + Suchen Sie Ihr Suchwort? Selbstmanagement; Lernbereitschaft; Korrelation; Life-long learning; Lebenslanges Lernen; Lehramtsstudiengang; Lehrerausbildung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Selbststudium; Türkei
Abstract	In this study, the mediating role of readiness for self-directed learning in the relationship between pre-service teachers' teaching-learning approach and lifelong learning skills was examined. The study group consisted of 800 pre-service teachers studying in different universities in Turkey. Data were collected with three different scales. The analysis of the data was carried out using structural equation modelling. According to the findings obtained and the results of the mediation analysis, it is clear that the readiness of self-directed learning in the relationship between constructivist teaching-learning, which is one of the learning teaching approaches, and lifelong learning tendencies has a full mediating role. However, there was no significant relationship between traditional teaching-learning approach and lifelong learning tendencies and readiness for self-directed learning. As a result, the type of learning-teaching approach affects readiness for self-directed learning and therefore lifelong learning tendencies. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01