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This study aims to analyse the lifelong learning tendencies of pre-service teachers and their individual innovativeness levels. The study was designed as a descriptive research and employed relational model. It was carried out during the 2017-18 academic year among 819 pre-service teachers attending public universities in the western part of Turkey. The study’s data were collected using two tools: 1) the lifelong learning scale and 2) the individual innovativeness scale. The data collected were analysed using descriptive statistics. Furthermore, in order to determine the correlation between pre-service teachers’ scores on the lifelong learning scale and their scores on the individual innovativeness scale, Sperman-Brown rank order correlation analysis was employed. The findings showed that pre-service teachers had a lifelong learning tendencies was high however their individual innovativeness levels was low. At the same time, there is a meaningless between the pre-service teachers’ lifelong learning tendencies and their individual innovativeness levels. For all that sub-dimension scores indicates that there is a meaning relationship between the pre-service teachers’ lifelong learning tendencies and their individual innovativeness levels. Based on the findings obtained several suggestions were developed.

An Investigation of Pre-Service Teachers’ Lifelong Learning Tendencies and Their Individual Innovativeness Levels