Open AccessThe Mediating Role of Self-Directed Learning Readiness in the Relationship Between Teaching-Learning Conceptions and Lifelong Learning Tendencies
Author(s) -
Kasım Karataş,
Cihad Şentürk,
Aziz Teke
Publication year - 2021
Publication title -
the australian journal of teacher education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.646
H-Index - 32
eISSN - 1835-517X
pISSN - 0313-5373
DOI - 10.14221/ajte.2021v46n6.4
Subject(s) - lifelong learning , psychology , experiential learning , mediation , autodidacticism , mathematics education , cooperative learning , active learning (machine learning) , teaching and learning center , learning sciences , educational technology , self regulated learning , teaching method , pedagogy , computer science , sociology , social science , artificial intelligence
In this study, the mediating role of readiness for self-directed learning in the relationship between pre-service teachers’ teaching-learning approach and lifelong learning skills was examined. The study group consisted of 800 pre-service teachers studying in different universities in Turkey. Data were collected with three different scales. The analysis of the data was carried out using structural equation modelling. According to the findings obtained and the results of the mediation analysis, it is clear that the readiness of self-directed learning in the relationship between constructivist teaching-learning, which is one of the learning teaching approaches, and lifelong learning tendencies has a full mediating role. However, there was no significant relationship between traditional teaching-learning approach and lifelong learning tendencies and readiness for self-directed learning. As a result, the type of learning-teaching approach affects readiness for self-directed learning and therefore lifelong learning tendencies.