Key Competences for Lifelong Learning: The Case of Prospective Teachers

Autor/inn/en	Sahin, Mehmet; Akbasli, Sait; Yelken, Tugba Yanpar
Titel	Key Competences for Lifelong Learning: The Case of Prospective Teachers
Quelle	In: Educational Research and Reviews, 5 (2010) 10, S.545-556 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Lifelong Learning; Measures (Individuals); Foreign Countries; Preservice Teacher Education; Teacher Competencies; Teacher Competency Testing; Student Teacher Attitudes; Gender Differences; Rating Scales; Knowledge Level; Comparative Analysis; Predictor Variables; Turkey + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Messdaten; Ausland; Lehramtsstudiengang; Lehrerausbildung; Lehrkunst; Geschlechterkonflikt; Rating-Skala; Wissensbasis; Prädiktor; Türkei
Abstract	This study aims to determine the level of prospective teachers in terms of lifelong learning key competences. Lifelong learning is an extensive educational approach receiving much attention not only by educational politics of European Union but also by the rest of the world. Lifelong learning competence requires an active and constant usage of knowledge. The items of "The Scale of Key Competences for Lifelong Learning" (SKCLLL) have been developed by the researchers based on the literature and the views of educational experts. Twenty-three items were defined in the scale. The scale has been applied to 415 prospective teachers attending to the final grade of the Faculty of Education of Selcuk University in Konya, Turkey. Based on the analysis carried out, it has been found that gender is not an effective factor in terms of the prospective teachers' lifelong learning key competences. No significant difference has been found in terms of the sub-branches. The field where prospective teachers feel that they are the least competent is communication in native language. (Contains 10 tables.) (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10