文章基本信息

标题：The Predictive Power of Prospective Teachers’ Self-efficacy Perceptions of 21st Century Skills for Their Lifelong Learning Tendencies
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作者：İshak KOZİKOĞLU ; Nebi ALTUNOVA
期刊名称：Journal of Higher Education and Science
印刷版ISSN：2146-5959
电子版ISSN：2146-5967
出版年度：2018
卷号：3
页码：522-531
语种：
出版社：Buluş Design and Printing
摘要：The aim of this research is to determine whether prospective teachers’ self-efficacy perceptions of 21st-century skills predict their lifelong learning tendencies. This research was designed in a correlational survey model. The research was conducted with 400 prospective teachers studying at Van Yüzüncü Yıl University, Faculty of Education determined by stratified sampling method. In this research, “Lifelong Learning Tendencies Scale” developed by Gür-Erdoğan and Arsal (2016) and “The 21st Century Skills Efficacy Perceptions Scale for Prospective Teachers” developed by Anagün et al. (2016) were used for data collection. Descriptive statistics, t test, ANOVA, Pearson Product Moments Correlation Coefficient and stepwise regression analysis were used in the analysis of the data. As a result of the research, it was determined that prospective teachers’ lifelong learning tendencies are at a very high level and their self-efficacy perceptions of 21st century skills are at a high level. In this research, it was found that there is no significant difference in prospective teachers’ self-efficacy perceptions of the 21st-century skills according to the gender and desire to do post-graduate education, but it was determined that the female prospective teachers have a higher level of lifelong learning tendencies than those of the male students and prospective teachers that want to do post-graduate education have a higher level of lifelong learning tendencies than the ones who do not want to do. In addition, it was determined that there is a positive and significant relationship between prospective teachers’ self-efficacy perceptions of 21st century skills and lifelong learning tendencies, and that “learning and regeneration skills” and “life and career skills” predict lifelong learning tendencies of prospective teachers significantly.