In today’s ever-changing and developing world, people are in need of keeping up with the changes in educational areas as well as in various domains. The 20th century as an era of change has caused various economic and political formations in countries. Both the process of European Union and global changes have led Turkey to focus on quality studies in education. Educators have become aware of the fact that there should be innovative changes in educational applications as a consequence of developments in information and communication technologies, socio-political collapses or rises and the removal of frontiers. As such, it has been necessary for nations to have educational systems to train wholly-developed citizens. In the present study, the concept of lifelong learning which emphasizes the importance of training high-qualified individuals has been under the scope. In addition to conceptual framework, it was aimed to identify the lifelong tendencies of 217 pre-service teachers attending the pedagogical formation program in a state university in Turkey. The lifelong learning tendencies of the target group were also evaluated depending on the variables such as gender, age and department. The data collected via “Lifelong Tendency Scale” indicated that the participants had a high level of lifelong tendencies. However, it was found out that variables had different levels of significance in line with lifelong learning tendency. In the light of the results of the research, the additional activities supporting and diversifying the lifelong tendencies of undergraduates at faculties of education are to be recommended.
Lifelong learning, Education policies of European Union, Pre-service teachers
|Yazar:||Murtaza AYKAÇ - - Buket ASLANDAĞ|