Examining of lifelong learning trends of classroom teachers (Manisa- sample of Demirci)

Rapid accumulation of knowledge, diversity in change and sharing channels, it reveals that teaching is no longer limited to educational institutions and that lifelong learning is compulsory. With the emergence of different concepts such as distance education, e-learning and mobile learning individuals can easily access information sources even from different geographies and they can progress towards lifelong learning. In this context, for individuals to be good lifelong learners revealing lifelong learning trends is very important. In this study, it is aimed to examine the lifelong learning tendencies of classroom teachers. In the research, a general descriptive model was used which is one of the models that makes a general judgment about the working group. The study group of the research consists of 130 primary school teachers working in the primary schools of Demirci district of Manisa province in the spring term of 2018-2019 academic year. In this study, data were collected by using two-part data collection tool. Demographic variables in the first part of the data collection tool, In the second part, "Lifelong Learning Trends Scale" is included. Statistical package program was used for the analysis of the collected data. In order to find out the scores related to lifelong learning tendencies of classroom teachers descriptive statistics; to determine whether these scores differ significantly according to demographic variables, since the groups do not show normal distribution, Mann Whitney U and non-parametric analyzes in two independent categories Kruskal Wallis H testti from non-parametric analyzes in three or more independent categories was used. In case of a significant difference when the comparisons are examined Bonferroni correction was performed and Mann-Whitney U test was applied. The findings showed that lifelong learning tendencies of classroom teachers were good and lifelong learning trends gender, age, working time in the profession, graduated university, in-service training status, participation in activities related to personal and professional development and using social networking there is no significant difference, but for the variable It was determined that there were significant differences in persistence and motivation sub-dimensions.