缅甸教师培训师终身学习观念、终身学习能力和学习策略之间的关系

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Win Phyu Thwe, Anikó Kálmán
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引用次数: 0

摘要

本研究的主要目的是探讨终身学习认知、终身学习能力和学习策略之间的关系。本研究采用三种研究工具:终身学习问卷、终身学习能力量表和教师学习策略问卷。它采用随机抽样的方法,从缅甸的教育学位学院招募了300名教师培训师。采用描述性和独立t检验、方差分析和Dunnett检验对研究问题进行分析。研究发现,培训师终身学习认知与终身学习能力呈显著正相关。此外,他们运用学习策略来提高自己的教学能力。具体来说,他们的最高能力是学习如何学习,而他们的最低能力是数学和科学。没有研究变量因性别、教育水平或教学服务而有差异。在各自的地理区域(下缅甸和上缅甸),发现终身学习的感知、终身学习能力和学习策略之间存在统计学上的显著差异。多语言能力、数字能力、学会学习能力、公民能力、创业能力和文化意识能力因地区而异,但识字、数学和科学能力没有差异。在终身学习认知和学习策略方面存在显著差异,但在终身学习能力方面不存在年龄差异。识字能力、数字能力和公民能力在年龄上存在差异,但教学任期仅对数字能力有影响。最后,研究发现终身学习能力与学习策略之间存在高度正相关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Relationships between the perceptions of lifelong learning, lifelong learning competencies and learning strategies by teacher trainers in Myanmar

Relationships between the perceptions of lifelong learning, lifelong learning competencies and learning strategies by teacher trainers in Myanmar

The main objective of the current study was to investigate the relationships between perceptions of lifelong learning, lifelong learning competencies and learning strategies. The study was exploratory in nature and used three research tools: the Lifelong Learning Questionnaire, Lifelong Learning Competencies Scale, and Teachers’ Learning Strategies Questionnaire. It recruited 300 teacher trainers from education degree colleges in Myanmar, using a random sampling method. A descriptive and independent t-test, ANOVA and Dunnett’s test were used to analyse the research questions. The findings indicated that teacher trainers’ perceptions of lifelong learning and lifelong learning competencies were positively correlated. Moreover, they used learning strategies to improve their teaching competencies. Specifically, their highest competency was in learning how to learn, while their lowest competency was in mathematics and science. None of the research variables differed according to gender, education level or teaching service. Statistically significant differences between perception of lifelong learning, lifelong learning competencies and learning strategies were found for the respective geographical regions (lower and upper Myanmar). Multilingual competence, digital competence, learning to learn competence, citizenship competence, entrepreneurship competence and cultural awareness competencies varied by region, but literacy, mathematics and science competencies did not. Significant differences were noted in perceptions of lifelong learning and learning strategies, but not lifelong learning competencies with respect to age. Literacy competence, digital competence and citizenship competence differed by age, but teaching tenure only had an influence on digital competence. Lastly, the study found a highly positive correlation between lifelong learning competencies and learning strategies.

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来源期刊
INTERNATIONAL REVIEW OF EDUCATION
INTERNATIONAL REVIEW OF EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.60
自引率
6.20%
发文量
45
期刊介绍: The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning.
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