Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2020
Thesis Language: Turkish
Student: ÖZGE CEREN ÇELİK
Supervisor: MEHMET TAŞPINAR
Abstract:The purpose of this study is to determine pre-service teachers’ self-efficacy beliefs about developing lifelong learning key competences of students and teacher trainers’ views. The population of the study consisted of the pre-service teachers attending to the 4th grade of Gazi University Gazi Education Faculty. The research was designed based on the convergent parallel design where quantitative and qualitative methods were used together. The quantitative part of the study was designed in accordance with the singular and correlational survey models. Based on the singular survey model, pre-service teachers’ self-efficacy beliefs about developing students’ key competences, pre-service teachers’ entrepreneurship levels and digital literacy levels were determined. Based on the correlational survey model, it was determined whether pre-service teachers’ entrepreneurship levels and digital literacy levels predicted self-efficacy beliefs about developing these competences. In this context, data collection tools were conducted to 334 pre-service teachers attaining to 4th grade of Gazi Education Faculty. In the qualitative part of the study, based on the phenomenological design, the opinions of pre-service teachers and teacher trainers regarding the competency level of pre-service teachers in developing viii key competences were determined. In this context, interviews were carried out with 27 pre-service teachers and 10 teacher trainers. As a result of the analysis of the quantitative data obtained in the research, it was determined that the pre-service teachers' self-efficacy beliefs about developing sense of initiative and entrepreneurship, learning to learn, cultural awareness and expression, social and civic competences and digital competences were medium. It was observed that there was a positive meaningful relationship between pre-service teachers' entrepreneurship level and self-efficacy beliefs about developing entrepreneurship, and the level of entrepreneurship is a significant predictor of self-efficacy beliefs about developing entrepreneurship. Similarly, it was observed that there was a positive meaningful relationship between digital literacy level and self-efficacy beliefs about developing digital competences, and digital literacy levels were a significant predictor of self-efficacy beliefs about developing digital competences. As a result of the analysis of the qualitative data obtained in the research, it was determined that pre-service teachers had basic opinions about the learning culture of lifelong learning in terms of learning and individual. Moreover, it was found that they considered key competences important and appropriate to be developed in terms of their fields. It was determined that the majority of pre-service teachers found it appropriate to integrate all key competences with the current courses. It was determined that the key competence area where the highest number of pre-service teachers felt adequate was social and civic competences, whereas the areas where the minimum number of pre-service teachers felt adequate were found to be sense of initiative and entrepreneurship and digital competences. Similarly, it was revealed that the field about which most of the pre-service teachers needed information was digital competences. It was determined that making arrangements in teacher training in terms of practices in courses, teaching practice, teaching staff, current courses and extracurricular activities was considered important for the development of key competences. On the other hand, while majority of teacher trainers found primary school appropriate, all of them found secondary shool appropriate to develop five key competences. It was determined that the majority of them found it appropriate to integrate the key competences with the current courses. It was determined that teacher trainers found deficiencies in terms of leveling and concrete arrangements related to key competences in the current primary school curriculum. When the opinions about the competence of pre-service teachers were examined, it was seen that most of the participants considered pre-service teachers inadequate. In terms of teacher training, it was determined that making arrangements in terms of objectives, courses, teacher training model and evaluation at the macro level; and teaching process, teaching staff and evaluation process at the micro level, was considered necessary for developing key competences.