Sınıf Öğretmenlerinin Öğrenmeyi Öğrenme Becerisine İlişkin Görüş ve Yeterlikleri

Abstract

This research was conducted to determine the opinions and competences of primary school teachers about learning to learn. The fact that teachers have a high level of competence related to learning to learn, have the necessary prior knowledge, understanding and awareness to internalize and adapt this skill to their lives is considered as an important indicator and competence in forming an effective lifelong learner teacher profile. The working group of the study conducted as a mixed pattern study based on qualitative and quantitative data consisted of 220 primary school teachers selected by simple random sampling among the teachers participating in an in-service training program organized by the Ministry of National Education. “Teachers’ Opinions about Learning to Learn Questionnaire” developed by the researcher was used to determine the teachers' perceptions of competence about learning to learn. A semi-structured interview form was applied to 30 teachers who were determined by purposive criterion sampling method among the teachers participated in the questionnaire and, the opinions, understandings and comments about the meaning, importance and development of learning to learn were tried to be determined. In the quantitative data analysis; mean, standard deviation, frequency and percentage values were given. Cronbach's alpha reliability coefficient calculated to determine the reliability of the questionnaire was found as 0.96.In the qualitative data analysis, descriptive analysis technique was used. As a result of the analysis of the quantitative data of the study, it was concluded that the perceptions of classroom teachers about learning proficiency were quite positive. As a result of qualitative data analysis, it was obtained that the teachers understood the meaning and importance of this skill and applied it to their lives.