Abstract
This study adopted a qualitative research design to investigate teachers' views on lifelong learning. The sample consisted of 30 teachers from different branches. Data were collected using a semi-structured interview guide. The data were analyzed using content analysis. Participants viewed lifelong learning as a process not limited to schools. They also associated it with all kinds of learning activities and personal growth. They believed lifelong learning was necessary for technological advances, social change, and high quality of life. They stated that the goals of lifelong learning were accessing educational opportunities, increasing knowledge and skills, and transforming students into qualified people. They noted that motivation, education systems, and social and cultural changes affected lifelong learning.
Reference34 articles.
1. A Memorandum on Lifelong Learning. (2000). Commission of the European Communities, Commission Staff Working Paper,Brussels.
2. Akbaş, O., & Özdemir, S. M. (2002). Avrupa Birliğinde Yaşam Boyu Öğrenme. Milli Eğitim Dergisi, 155-156.
3. Ayra, M., & Kösterelioğlu, İ. (2015). Öğretmenlerin Yaşam boyu öğrenme eğilimlerinin mesleki özyeterlik algıları ile ilişkisi. NWSA-Education Sciences, 10(1), s. 17-28.
4. Babanlı, N., & Akçay, R. C. (2018). Yetişkin eğitimindeki kursiyerlerin yaşam boyu öğrenme yeterlikleri. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 5(9), s. 87-104. doi:https://doi.org/10.29129/inujgse.411354
5. Candy, P. C. (2003). Lifelong learning and information literacy. Report for U.S. National Commission on Libraries and Information Science and National Forum on Information Literacy.