AI Summary & Key Takeaways
AI InsightA significant difference was found in prospectivemathematics teachers’ scores of life-long learning competencies asregards their genders and the high schools they graduate from.Participants graduated from Anatolian High School and TeacherTraining High School had higher scores than the other participants.However, no significant difference was found in prospectivemathematics teachers’ scores of life-long learning competenciesregarding the year of their study.
📌 3 Key Takeaways
Abstract
The purpose of this study is to examine the prospective mathematicsteachers' perceptions of lifelong learning competencies. The studygroup of the research consisted of 1st, 2nd, 3rd and 4th yearprospective teachers studying at mathematics education undergraduateprogram of the education faculty of a public university. In this research,cross-sectional research method was used within the scope ofdescriptive research approach in order to reveal how mathematicsteacher candidates' perceptions of lifelong learning competencies haveimproved. In the research, as a data collection tool "Key Competenciesfor Lifelong Learning" scale developed by Şahin, Akbaşlı and YanparYelken (2010) was used. Independent samples t-test and one-wayanalysis of variance (ANOVA) were used to compare the mean scoresobtained from the scale by variables. The results obtained from theresearch indicated that the prospective mathematics teachersparticipated in the research have high level of life-long learningcompetencies. A significant difference was found in prospectivemathematics teachers’ scores of life-long learning competencies asregards their genders and the high schools they graduate from.Participants graduated from Anatolian High School and TeacherTraining High School had higher scores than the other participants.However, no significant difference was found in prospectivemathematics teachers’ scores of life-long learning competenciesregarding the year of their study.