Lifelong learning tendencies of English language teachers and prospective teachers in Sakarya University English Language Teaching Program

In a period in which information changes intensely and rapidly, it is inevitable that the effects of change will reflect on both individuals and society. Lifelong learning has been seen in all areas of life. The skills needed in such a situation have also changed. For this reason, individuals need to learn constantly. In this study, the aim of the research is to investigate the lifelong learning tendencies of English teachers working in Sakarya province and prospective teachers in Sakarya University English Language Teaching Program in terms of some variables. The research was carried out by using Scanning (Descriptive) Method. The sample of the study consists of the English teachers who work in Sakarya in the second term of the 2020-2021 academic year and the teacher candidates who study at the Sakarya University English Language Teaching Program in the spring semester of the 2020-2021 academic year. 253 English teachers working in Sakarya and 81 prospective teachers studying at Sakarya University English Language Teaching were participated in the study. In the research, "Lifelong Learning Tendencies" scale developed by Coşkun (2009), which is a 6-point Likert type, was used as a data collection tool. The data were analysed by using the SPSS package program. In order to understand whether the scores obtained from the Lifelong Learning Trends scale differ significantly according to demographic variables, the Mann Whitney U test, one of the non-parametric analyses in two independent categories, and the Kruskal Wallis H test from the non-parametric analyses in three or more independent categories were used. As a result of the findings, it was observed that the lifelong learning tendencies of English teachers were at a good level. It was determined that lifelong learning tendencies did not differ significantly according to demographic characteristics (age, duration of employment, university graduated from, province of graduation, district of employment, type of school, length of work in the profession). However, a significant difference was found in the gender and participation in in-service training variables. It was determined that the lifelong learning tendencies of the English prospective teachers are at a good level. It was determined that lifelong learning tendencies did not differ significantly according to the variables of age, class, teacher experience, teaching experience school type, and duration of teaching experience. A significant difference was found in the gender variable.