Universal Journal of Educational Research Vol. 5(12A), pp. 121 - 125
DOI: 10.13189/ujer.2017.051318
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The Relation between Lifelong Learning Tendency and Educational Philosophies


Hüseyin Kaygin *, Emrullah Yilmaz , Çetin Semerci
Department of Educational Sciences, Faculty of Education, Bartın University, Turkey

ABSTRACT

This study aims to reveal the relationship between lifelong learning and philosophies of education. The sampling of the study consisted of 570 prospective teachers attending a pedagogical formation course at Bartın University and Bülent Ecevit University in 2016. Relational screening model was used in the study and the data were collected through Educational-Instructional Philosophies Determination Scale and Lifelong Learning Tendency Scale. The collected data were analysed using regression analysis via SPSS 22. According to the data obtained, there is a weak, positive correlation (r=0.286) between prospective teachers' lifelong learning tendency and the philosophies of education they favour at 99% confidence interval. As the standardised regression coefficient (β) indicates, the relative order of importance of predictor values on lifelong learning tendency is as follows; essentialism, perennialism, reconstructionism and progressivism. It is observed that essentialism and perennialism are important predictors for lifelong learning tendency.

KEYWORDS
Lifelong Learning, Educational Philosophies, Relationship

Cite this paper
Hüseyin Kaygin , Emrullah Yilmaz , Çetin Semerci . "The Relation between Lifelong Learning Tendency and Educational Philosophies." Universal Journal of Educational Research 5.12A (2017) 121 - 125. doi: 10.13189/ujer.2017.051318.