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Procedia - Social and Behavioral Sciences 116 ( 2014 ) 5036 – 5040

1877-0428 © 2013 The Authors. Published by Elsevier Ltd.Selection and/or peer-review under responsibility of Academic World Education and Research Center.doi: 10.1016/j.sbspro.2014.01.1069

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5th World Conference on Educational Sciences - WCES 2013

Are the teachers lifelong learners?

Cigdem Hursen * Department of Computer Education and Instructional Technology, Near East University

Nicosia, Cyprus

Abstract

This study investigated teachers’ views regarding lifelong learning. 30 teachers were interviewed individually for the purpose of exploring their views regarding lifelong learning approach. Also in this study, qualitative means of investigation were employed. In the qualitative part of the study, an interview schedule designed by the researchers was used. There were two questions: “What should be done to strengthen the teachers’ lifelong learning skills?” and “What factors influence the teachers in being lifelong learners?”. The research finding showed that financial problems, educational policies and learner profile seemed to affect the teachers’ lifelong learning process. Likewise, teachers, Ministry of National Education, professionals and institutions where teachers are trained explored their views in the way that teachers should carry out effective studies to strengthen their lifelong learning skills. © 2013 The Authors Published by Elsevier Ltd. All rights reserved Selection and peer review under the responsibility of Prof. Dr. Servet Bayram Keywords: Lifelong learning; teachers; views; qualitative

1. Introduction

Lifelong learning which is described as all the activities that individuals take part in their whole lives to improve their knowledge with a social, cultural and economical approach is defined as the responsibility to be given to the individual himself/herself (Akbaş & Özdemir).

Education that is accepted as transferring what is known to the new generations remains incapable, having a rapid change in the areas of science and technology, having improvements showed up and having knowledge acquired in the past lost its validity in the rest of their lives have been quite important in passing into the process of lifelong learning. Besides, changes and improvements that have been occuring at different areas of today’s knowledge-based society makes the approach of lifelong learning essential. “Adaptation to the knowledege-based society”, Increasing competitivness”, Free circulation of man power”, and “Increasing employment” are expressed as the basic components in moving into the lifelong learning process (Maç & Dede, 2008). The year 1996, on the other hand, as the indication of gaining importance of lifelong learning, is taken as the year of theEurope lifelong learning and the importance of a learning society is emphasised (Knapper & Cropley, 2000; Demirel, 2009).

Lifelong learning which facilitates adaptation to economic and societal changes (Nicolau, 2010) and is a must for creating future societies (Fischer, 2001); and is essential for competetion, social adaptation and welfare (Saisana & Cartwright, 2007), in general, is defined as “learning from the cradle to the grave” (Woodrow, 1999). As it could be

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© 2013 The Authors. Published by Elsevier Ltd.Selection and/or peer-review under responsibility of Academic World Education and Research Center.

5037 Cigdem Hursen / Procedia - Social and Behavioral Sciences 116 ( 2014 ) 5036 – 5040

understood from the definition above, lifelong learning is not only a learning that continues throughout our lives but at the same time it is a learning that spreads every stage of our lives (Beycioğlu & Konan, 2008). Besides, lifelong learning which is necessary for the individuals to renew their knowledge and skills; helps developing individuals’ skills, increasing social unity, decreasing crime and securing the justice in income distribution (Demirel, 2005).

The basic principle of lifelong learning that has a focus on (Nind, 2007) how the educational careers of learners could be developed is only possible by continuing learning consciously and purposefully lifelong (Demirel, 2005). For individuals being consciously and purposefully lifelong learners is only possible with formal education process that is planned and programmed. In that process, being able to gain lifelong awareness and skill is only possible with teachers who possess lifelong awareness. This is why it is considerably significant to investigate teachers’ views regarding lifelong learning approach and making arrangements accordingly. The purpose of this study is to explore the views of the teachers working at different stages of education regarding lifelong learning approach. In this investigation the key research questions were as follows:

• What are the teachers’ views about lifelong learning approach? o What do you think should be done to strengthen the teachers’ lifelong learning skills?” o What factors influence the teachers in being lifelong learners?

2. Methodology

2.1. Participants

In this study the participants were the teachers from the North Cyprus. 30 teachers working in Nicosia, which is the capital city of North Cyprus, were interviewed for the purpose of finding out their views in relation to lifelong learning approach. 10 (n=10) secondary school teachers, 10 (n=10) high school teachers and 10 (n=10) teachers working at vocational high schools were randomly selected. % 43.3 of the participant teachers were female and % 56.7 of them were male. % 6.7 of the participants age ranged from 27 to 31, % 36.7 ranged from 32 to 36 and % 56.7 ranged from 42 to 46.

2.2. Data collection instruments and data collection

In this study, qualitative means of investigation were employed. In the study, an interview schedule designed by

the researchers was used. “Lifelong learning interview schedule” was designed for the purpose of exploring the teachers’ views about lifelong learning approach by reading the relevant literature and seeking the experts’ (n=5) views. The suggestions of the experts in this field were taken into account while designing the interview schedule. The schedule was piloted and its validity and reliability were tested. It consisted of two parts. In the first part, the participants’ gender and age were asked. In the second part, there were two questions: “What should be done to strengthen the teachers’ lifelong learning skills?” and “What factors influence the teachers in being lifelong learners?”.

In the process of data collection, after the permission for Access had been gained from the Ministry of Education of North Cyprus, the researcher contacted the head teachers of the schools and the dates for visiting the schools to conduct the investigation were decided together by the researchers and the authorities in the schools. Then the researchers visited the schools and the data collection instruments were introduced to the teachers. During this process, the participants were informed about the importance of providing the researchers true information.

Lifelong learning interview Schedule was administered to 30 teachers face to face. The interviews were audio-recorded. Before the recording, the purpose of it was explained to the participants (n=30) and their consent was sought. Besides, the researchers paid attention to create a learning environment in which the participants felt comfortable. Each interview took about 10 minutes. 2.3. Data analysis


For the purpose of investigating the teachers’ views about lifelong learning approach, the interviews were audio-recorded and then transcribed by the researchers.

3. Results

3.1. The views of the teachers regarding the question of “What do you think should be done to strengthen the teachers’ lifelong learning skills?”

The frequency results of the views of the teachers regarding the question of “What do you think should be done

to strengthen the teachers’ lifelong learning skills?” are given as follows.

Table 1. The suggestions of teachers regarding strengthen the teachers’ lifelong learning skills

Views

f

The Ministry of Education: Should organize quality and practical in service training Should give motivating awards Should organize courses to increase the teachers’ awareness in professional development activities Should organize collaborative activities among the teachers working at different stages of education Should inspect teachers frequently Teachers: Should always follow the publications Should be able to use technology well Should be competent in searching resources in order to strengthen their lifelong learning skills Experts in the field: Should organize seminars guiding teachers for Professional development Teacher educating institutions: Should continuously update their curriculum

9

7 6 3

1

6 4

4

3

2

Teachers’ suggestions regarding the question “What do you think should be done to strengthen the teachers’

lifelong learning skills?” were grouped under four headings. The teachers stated that “the Ministry of Education”, “teachers”, “experts in the field” and “teacher educating institutions” should conduct activities separately.

Most of the participants expressed the need for more quality and practical in-service training activities organized by the Ministry of Education. In addition, they stated that the Ministry should give the teachers motivating rewards, organize courses to increase the teachers’ awareness in professional development activities and collaborative activities should be organized among the teachers working at different stages of education. It was interesting to find that the participants stated that ‘the Ministry should inspect the teachers more often”. They seemed to believe that the teachers would give more importance to Professional development activities and thus their lifelong learning skills would improve when the Ministry of Education inspects them more often.

Some participants stated that the teachers should always follow the publications, use technology well and be competent in searching resources in order to strengthen their lifelong learning skills. They also stated that the experts in the field should organize seminars guiding teachers for Professional development. Besides, teacher educating institutions should develop their curriculum through taking into consideration lifelong learning and should continuously update them.


3.2. The views of teachers concerning the question of “In your opinion, what factors influence the teachers in being

lifelong learners?”

Teachers’ views concerning the question of “In your opinion, what factors influence the teachers in being lifelong learners?” are given in the Table 2 below.

Table 2. The views of the teachers concerning the factors affecting their states of being lifelong learners

Views

f

Financial limitations Teacher’s motivation Love of profession Learning environment Control mechanism of the Ministry Instability in the education policies Student profile Ministry encouragement for teachers Gender variable

11 10 4 4 4

3 2

1 1

As it could be seen in Table 2 Most of the participants responded to the question “In your opinion, what factors

influence the teachers in being lifelong learners?” as financial problems. According to the participants, financial problems seem to influence the teachers’ lifelong learning process negatively. In addition, the instability in the education policies seems to have a negative impact on the teachers’ being lifelong learners. Furthermore, the participants emphasized that learner profile, inspection of the teachers; loving the profession and learning environment influence their lifelong learning process negatively.

4. Discussion

According to the participant teachers, the Ministry of Education, teachers, experts and teacher educating

institutions should organize activities to strengthen the lifelong learning skills of the teachers’ working at different stages of education. The participant teachers also stated that financial limitations are the most important factor influencing the teachers’ being lifelong learners. Livingstone and his/her colleagues (2001) study revealed confirming findings with this study that financial limitations influenced the individuals in attending the Professional development activities. In addition, according to the participants, education policies and gender were the significant factors influencing lifelong learning process. Particularly, the participant teachers stated that the female teachers had more responsibilities and duties than the male teachers. This had a negative impact on their learning. Dresel and Haugwitz (2005) and Kesici, Şahin and Aktürk (2009) also found that gender was a very significant factor influencing the learning process. Similarly, Leathwood and Francis (2006) found that gender was of paramount importance influencing the lifelong learning process.

The participants emphasized that their lifelong learning process was influenced by the current learner profile. According to them, learners’ academic levels increased the teachers’ desire for learning or influenced them negatively. In the relevant literature, most of the studies are about learners and teachers’ impact on learners’ success (Skinner & Belmont, 1993; Sanders et al., 1997; Rowan et al., 1997; Aultman et al., 2009; Özcan & Uzunboylu, 2012). This shows that there is a need to carry out studies investigating learners’ influence on teachers’ success. 5. Conclusions and recommendations

Teacher educating institutions should design their curriculum to increase the pre-service teachers’ desire for learning and should help them develop positive attitudes for learning. In addition, the Ministry of Education should organize activities to increase the teachers’ motivation for learning and should encourage the teachers to learn.


Furthermore, the participants of this study expressed the instability in the education policies influenced their learning process negatively. For his reason, the Ministry of Education should make the needed organizations and be stable in their policies.

Moreover, the participants stated that financial limitations had a negative influence on their learning process so the Ministry of Education should provide the teachers more opportunities, particularly financially, to attend the professional development activities.

The relevant literature and the interviews conducted with the teachers showed that gender factor has been influential in the teachers learning process. There is a need for further research investigating gender and its influence on lifelong learning in more detail.

Moreover, further studies should not only investigate the impact of teachers on learners’ success but also learners’ influence on teachers’ success in detail. Further investigations should focus on the views of school administrators, parents and learners. Besides, views of the individuals from different fields should be investigated and explored.

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