Investigation of the relationship between multiple intelligence areas and lifelong learning tendencies of teacher candidates

This research was carried out to examine the relationship between pre-service teachers multiple intelligences and their lifelong learning tendencies. The scope of the research, which was carried out as a descriptive survey, consisted of pre-service teachers studying at the Faculty of Education and Sports Sciences at Muğla Sıtkı Koçman University. The sample of the study consisted of 754 pre-service teachers reached by convenience sampling method. The "Lifelong Learning Tendency Scale" developed by Coşkun (2009) and the "Multiple Intelligence Scale" developed by McClellan and Conti (2008) and adapted into Turkish by Babacan and Dilci (2012) was used as a data collection tool in the research. Analysis of the research data was carried out through a statistical program. As a result of the research; It was seen that the pre-service teachers had the most intrapersonal intelligence and existential intelligence areas among the multiple intelligence areas, and the least visual intelligence and interpersonal intelligence areas. In addition, there was a significant difference according to the department studied, the class, in order of preference. On the other hand, it was observed that the scores of pre- teachers on the lifelong learning tendency scale were higher than the average, while on the other hand, lifelong learning tendencies were significant differences according to the department studied, the class, in order of preference and their satisfaction. In addition it was seen that there was a significant difference in the dimensions of deprivation and lack of curiosity in regulating learning according to the multiple intelligence domains of pre-service teachers lifelong learning tendencies, but there was no significant difference in the dimensions of motivation and persistence. When the relationships between lifelong learning tendency and multiple intelligence areas are examined; there is a weak negative correlation between bodily intelligence type and lack of learning regulation and lack of curiosity and there is a weak positive correlation between and there is a weak negative relationship between the type of interpersonal intelligence and the dimensions of motivation, persistence and lack of curiosity. And finally, it was determined that there is a weak positive relationship between the type of intrapersonal intelligence and the dimensions of deprivation in regulating learning.