The characteristics of elementary school teachers' lifelong-learning competencies: A convergent mixed-methods study

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dc.authorid0000-0003-4007-5691
dc.contributor.authorAcar, İbrahim Hakkı
dc.contributor.authorUcuş, Şükran
dc.date.accessioned10.07.201910:49:13
dc.date.accessioned2019-07-10T19:51:56Z
dc.date.available10.07.201910:49:13
dc.date.available2019-07-10T19:51:56Z
dc.date.issued2017
dc.departmentİstanbul Medipol Üniversitesi, Eğitim Fakültesi, Temel Eğitim
dc.descriptionWOS: 000426378500003
dc.description.abstractThis study aims to address the characteristics of elementary school teachers' lifelong-learning competencies using a convergent parallel mixed methods design. The participants are 203 elementary school teachers (71.9% female, 28.1% male) for the quantitative strand of the study and 25 randomly selected elementary school teachers for the qualitative strand. Teachers report their lifelong-learning competencies in the quantitative strand, and semi-structured interviews are conducted with teachers in the qualitative strand. Quantitative data are analyzed using cluster analyses, and qualitative data are analyzed using an open-coding system, after which the quantitative and qualitative results are merged. Cluster analyses show teachers to be categorized into three cluster groups (high, medium, and low) that reflect their lifelong learning self-management, learning-how-to-learn, initiative and entrepreneurship, information acquisition, decision-making, and digital competencies. The results also show teachers to differ in their competencies depending on which cluster group they belong to. Teachers in the high cluster group show higher levels of lifelong learning competencies, whereas teachers in the low group show lower levels. The qualitative analyses from the interviews consistently show teachers to have similar perceptions of lifelong learning that reflect the cluster group they belong to from the quantitative strand. Findings from the current study highlight the importance of lifelong learning competencies in the teaching profession.
dc.identifier.citationAcar, İ. ve Uçuş, Ş. (2017). The characteristics of elementary school teachers' lifelong-learning competencies: A convergent mixed-methods study. Educational Sciences-Theory & Practice, 17(6), 1833-1852. https://dx.doi.org/10.12738/estp.2017.6.0082
dc.identifier.doi10.12738/estp.2017.6.0082
dc.identifier.endpage1852
dc.identifier.issn1303-0485
dc.identifier.issn2148-7561
dc.identifier.issue6
dc.identifier.scopusqualityQ3
dc.identifier.startpage1833
dc.identifier.urihttps://dx.doi.org/10.12738/estp.2017.6.0082
dc.identifier.urihttps://hdl.handle.net/20.500.12511/2311
dc.identifier.volume17
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherEdam
dc.relation.ispartofEducational Sciences-Theory & Practiceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectLifelong Learning
dc.subjectElementary School Teachers
dc.subjectConvergent Study
dc.subjectProfessional Development
dc.subjectTeaching Profession
dc.titleThe characteristics of elementary school teachers' lifelong-learning competencies: A convergent mixed-methods study
dc.typeArticle

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