The relationship between primary school teachers' life-long learning tendencies, life and 21st century skill levels

The innovations in the 21st century affect the different dimensions of our lives. In order to capture the changes that occur, individuals must continue to learn at all times in their lives. It is important that teachers, who are one of the cornerstones of learning, have the knowledge and skills appropriate for the 21st century in order to sustain lifelong learning. The main purpose of this research is to determine the lifelong learning trends of the elementary teachers, to identify the levels of life skills and the 21st century skills levels and to reveal the relationship between them. It is a descriptive research from the scanning models with the relational scanning model. The research was conducted with 328 elementary teachers working in Batman province. "Lifelong Learning Tendency Scale" developed by Yelkin Diker Coşkun (2009) to determine the life-long learning tendencies of Classroom Teachers, "Life Skills Scale" developed by Bolat and Balaman (2017), and Orhan and Kurt (2016) "21. Century Teacher Skills Scale''. Data were collected using the teaching skills usage scale. As a result of the analysis, the lowest mean "motivation" and the highest mean "deprivation"in organizing learning in the lower dimensions of the life-long learning trends of the elementary teachers. The highest average in life skills sub-dimensions is "creative thinking and critical thinking skills" and "interpersonal communication skills". Teachers ' 21st century the level of teacher skills is above average. According to demographic variables, lifelong learning trends, life and 21st century teacher skills differ. It has been concluded that increasing the positive tendencies of lifelong learning, decreasing negative tendencies and increasing life skills increase the use of 21st century teacher skills. Activities that allow classroom teachers to become lifelong learners and teaching individuals to actively participate in the lifelong learning process can be organized. The opportunities and problems related to the participation of teachers in these learning activities should be investigated. Research can be conducted on the causes of different outcomes among variables. Keywords: Lifelong learning, life skills, 21. century teacher skills