Preparing pre-service primary teachers to facilitate students' key competences for lifelong learning

Özge Ceren Çelik and Mehmet Taşpınar
Gazi University, Turkey

This research examined pre-service teachers' opinions on developing primary school students' key competences for lifelong learning. We adopted a phenomenological design with a study group comprising 27 pre-service teachers purposively sampled using a maximum variation and criterion method. Descriptive and content analyses were used to analyse data. Results showed that pre-service teachers had basic knowledge about lifelong learning and found key competences essential and relevant for primary school students. The highest number of participants reported feeling efficient in developing social and civic competences, while the least number of participants reported feeling efficient in developing a sense of initiative and entrepreneurship, and digital competences. Pre-service teachers indicated additional training needs, particularly in these competence areas. Pre-service teachers' criticism of teacher training programs showed a specific focus on insufficient practice. Accordingly, some changes in initial teacher education are suggested for improving pre-service teachers' competences to facilitate key competence development.
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Authors: Dr Özge Ceren Çelik (corresponding author) is an assistant professor in the Department of Curriculum and Instruction at Gazi University, Ankara, Turkey. Her research interests are lifelong learning and teacher education. ORCID: https://orcid.org/0000-0003-3280-0654 Email: ocerencelik@gazi.edu.tr, cerenozge@gmail.com Dr Mehmet Taşpınar is a professor in the Department of Curriculum and Instruction at Gazi University, Ankara, Turkey. His research interests include vocational education, research methodology, and teacher education. ORCID: https://orcid.org/0000-0003-3152-0300 Email: mehmettaspinar@gazi.edu.tr Please cite as: Çelik, Ö. & Taşpınar, M. (2024). Preparing pre-service primary teachers to facilitate students' key competences for lifelong learning. Issues in Educational Research, 34(3), 848-870. http://www.iier.org.au/iier34/celik.pdf