References
- Arık, S. (2018). The investigation of the relationship between teacher candidates’ teacher self-efficacy beliefs and communication skills in terms of different variables. International Journal of Eurasia Social Sciences, 9(33), 1954–1972.
- Aslandağ Soylu, B. (2013). Eğitim fakültelerindeki öğretim elemanı ve öğrencilerin hayat çapında öğrenme alışkanlıkları ve üniversite yaşamına giriş dersi üzerine bir inceleme [A review on the life-wide learning habits of faculty members and students in education faculties and the introduction to university life]. (Unpublished doctoral thesis.). Mersin University, Institute of Educational Sciences, Mersin.
- Ayra, M., & Kösterelioğlu, I. (2015). Öğretmenlerin yaşam boyu öğrenme eğilimlerinin mesleki öz yeterlik algıları ile ilişkisi [The relationship between teachers’ lifelong learning tendencies and their perceptions of professional self-efficacy]. NWSA-Education Sciences, 10(1), 17–28. http://dx.doi.org/10.17218/husbed.8853710.17218/husbed.88537
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.19110.1037/0033-295X.84.2.191
- Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). UK: Cambridge University Press.10.1017/CBO9780511527692
- Barnett, R. (2011). Life-wide education: a new and transformative concept for higher education. In N. Jackson (Ed.), Learning for a complex world (pp. 22–38). USA: Author House.
- Berkant, H. G. (2017). Öğretmen adaylarının öğretmen öz-yeterlik algıları [The pre-service teachers’ perceptions of teacher self-efficacy]. Journal of Educational Reflections, 1(2), 1–17.
- Blewitt, J. (2006). The ecology of learning: sustainability, lifelong learning and everyday life. London: Earthscan.
- Bulaç, E., & Kurt, M. (2019). Öğretmen adaylarının yaşam boyu öğrenme eğilimlerinin incelenmesi [Investigation of tendencies of prospective teachers towards lifelong learning]. Amasya Education Journal, 8(1), 125–161. http://www.dergipark.org.tr/tr/pub/amauefd/issue/45794/532829
- Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95, 821–832.10.1037/0022-0663.95.4.821
- Chapman, J. D., & Aspin, D. N. (1997). The school, the community and lifelong learning. London and Washington: Cassell.
- Cochran-Smith, M., & Zeichner, K. M. (Eds.). (2005). Studying teacher education: The report of the AERA panel on research and teacher education. Mahwah, NJ: Erlbaum.
- Commission of the European Communities. (2000). Commission staff working paper: A memorandum on lifelong learning. Brussels. https://uil.unesco.org/i/doc/lifelong-learning/policies/european-communities-a-memorandum-on-lifelong-learning.pdf
- Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2005). The development and validation of a Turkish version of the teachers’ sense of efficacy scale [Öğretmen öz-yeterlik ölçeği Türkçe uyarlamasının geçerlik ve güvenirlik çalışması]. Education and Science, 30(137), 74–81.
- Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellet, C. D. (2008). Measuring teacher self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education, 24, 751–766. http://dx.doi.org/10.1016/j.tate.2007.02.0110.1016/j.tate.2007.02.010
- Demirtaş, H., Cömert, M., & Özer, N. (2011). Öğretmen adaylarının özyeterlik inançları ve öğretmenlik mesleğine ilişkin tutumları [Pre-service teachers’ self-efficacy beliefs and attitudes towards teaching profession]. Education and Science, 36(159), 96–111.
- Diker Coşkun, Y., & Demirel, M. (2012). Üniversite öğrencilerinin yaşam boyu öğrenme eğilimleri [Lifelong learning tendencies of university students]. Hacettepe University Journal of Education, 42, 108–120.
- Diker Coşkun, Y. (2009). Üniversite öğrencilerinin yaşam boyu öğrenme eğilimlerinin bazı değişkenler açısından incelenmesi [The examination of the lifelong learning tendencies of university students in terms of some variables]. (Unpublished doctoral thesis.). Hacettepe University, Institute of Social Sciences, Ankara.
- Dündar, H. (2016). Sınıf öğretmeni adaylarının yaşam boyu öğrenme eğilimlerinin incelenmesi [The investigation of the lifelong learning tendencies of classroom teacher candidates]. (Unpublished master’s thesis.). Atat¸rk University, Institute of Educational Sciences, Erzurum.
- El-Deghaidy, H. (2012). Education for sustainable development: Experiences from action research with science teachers. Discourse and Communication for Sustainable Education, 3(1), 23–40.10.2478/v10230-012-0002-1
- Epçaçan, C. (2013). Yaşam boyu öğrenme becerilerinin ders kitaplarında yer alma düzeyine örnek bir inceleme [A sample review of the existence level of life-long learning skills in textbooks]. Adıyaman University Journal of Social Sciences, Türkçenin Eğitimi Öğretimi Özel Sayısı [Special issue on teaching Turkish education], 6(11), 353–379.10.14520/adyusbd.482
- Ercan Özaydın, T., Çavaş, P., & Arslan Cansever, B. (2017). Sınıf ögretmeni adaylarının öz-yeterlik inançlarının değerlendirilmesi [The evaluation of classroom teacher candidates’ self-efficacy beliefs]. Ege Journal of Education, 18(1), 1–30.10.12984/egeefd.307303
- Erdamar Koç, G. (2007). Yaşam boyu öğrenme [Lifelong learning]. In Ö. Demirel (Ed.), Eğitimde Yeni Yönelimler [New trends in education] (pp. 213–231). Ankara: Pegem A Publishing.
- European Commission. (2018). Commission staff working document accompanying the document proposal for a council recommendatıon on key competences for lifelong learning. https://eurlex.europa.eu/legalcontent/EN/TXT/PDF/?uri=CELEX:52018SC0014&from=EN
- Evin Gencel, İ. (2013). Öğretmen adaylarının yaşam boyu öğrenme yeterliklerine yönelik algıları [Pre-service teachers’ perceptions about lifelong learning competencies]. Education and Science, 38(170), 237–252.
- Fackler, S., & Malmberg, L. E. (2016). Teachers’ self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effect. Teaching and Teacher Education, 56, 185–195.10.1016/j.tate.2016.03.002
- Faris, R. (2001). The way forward: Building a learning nation community by community. Working Paper. Vancouver, Canada.
- Good, T. L., & Brophy, J. E. (2003). Looking in the classroom (9th edition). Boston: Allyn & Bacon.
- Guanio-Uluru, L. (2019). Education for sustainability: Developing ecocritical literature circles in the student teacher classroom. Discourse and Communication for Sustainable Education, 10(1), 5–19.10.2478/dcse-2019-0002
- Günüç, S., Odabaşı, F. H., & Kuzu, A. (2012). Yaşam boyu öğrenmeyi etkileyen faktörler [Factors that affect lifelong learning]. Gaziantep University Journal of Social Sciences, 11(2), 309–325.
- Gür Erdoğan, D. (2014). Ögretmen adaylarının yaşam boyu öğrenme eğilimlerine etki eden faktörler [Factors that affect teacher candidates’ lifelong learning tendencies]. (Unpublished master’s thesis.). Abant İzzet Baysal University, Institute of Educational Sciences, Bolu.
- Gürol, A., Altunbaş, S., & Karaaslan, N. (2011). Öğretmen adaylarının öz yeterlik inançları ve epistemolojik inançları üzerine bir çalışma [A study on pre-service teachers’ self-efficacy beliefs and epistemological beliefs]. e-Journal of New World Sciences Academy Education Sciences, 5(3), 1395–1404.
- Heasly, B., Iliško, Dz., Salīte, I., & Lindner, J. (2020). The value of process and pedagogy through the sustainability prism. Discourse and Communication for Sustainable Education, 11(2), pp. 1–4. https://doi.org/10.2478/dcse-2020-001410.2478/dcse-2020-0014
- Hoy, A. W., & Spero R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343–356.10.1016/j.tate.2005.01.007
- Jackson, N. (2011). The lifelong and lifewide dimensions of living, learning and developing. In N. Jackson (Ed.), Learning for a complex world (pp. 1–21). USA: AuthorHouse.
- Jarvis, P. (2006) Towards a comprehensive theory of human learning. London: Routledge.
- Karasar, N. (2010). Bilimsel araştırma yöntemi [Scientific research method] (21st edition). Ankara: Nobel Publishing.
- Khumalo, S. S. (2019). The role of transformational school leadership in promoting teacher commitment: An antecedent for sustainable development in South Africa. Discourse and Communication for Sustainable Education, 10(2), 22–32.10.2478/dcse-2019-0015
- Kılıç, Ç. (2014). Öğretmen adaylarının yaşam boyu öğrenmeye yönelik algıları [Pre-service teachers’ perceptions towards lifelong learning]. Journal of Research in Education and Teaching, 3(4), 79–87.
- Kostoulas-Makrakis, N., & Makrakis, V. (2012). Education for sustainable development: experiences from action research with science teachers. Discourse and Communication for Sustainable Education, 3(1), 5–22.10.2478/v10230-012-0001-2
- Kuzu, S., Demir, S., & Canpolat, M. (2015). The evaluation of life-long learning tendencies of pre-service teachers in terms of some variables [Öğretmen adaylarının yaşam boyu öğrenme eğilimlerinin bazı değiş kenler açısından değerlendirilmesi]. Journal of Theory and Practice in Education, 11(4), 1089–1105.
- Malmberg, L. E., Hagger, H., & Webster, S. (2014). Teachers’ situation-specific mastery experiences: Teacher, student group and lesson effects. European Journal of Educational Psychology, 29(3), 429–451.10.1007/s10212-013-0206-1
- McLennan, B., McIlveen, P., & Perera, H. N. (2017). Pre-service teachers’ self-efficacy mediates the relationship between career adaptability and career optimism. Teaching and Teacher Education, 63, 176–185.10.1016/j.tate.2016.12.022
- MEB (Ministry of Education). (2009). Hayat boyu öğrenme strateji belgesi [Lifelong learning strategy document]. Turkey. http://ecvet.ua.gov.tr/Uploads/f7699346-4182-4730-8282-a61938751493.pdf
- Merritt, E. G., Archambault, L., & Hale, A. E. (2018). Sustainability education in elementary classrooms: Reported practices of alumni from a pre-service teacher course. Discourse and Communication for Sustainable Education, 9(1), 18–35.10.2478/dcse-2018-0002
- Mosweunyane, D., & Molosi-France, K. (2017). Lifelong learning for sustainable development in the world. International Journal of Academic Research in Progressive Education and Development, 6(4), 1–12.10.6007/IJARPED/v6-i4/3251
- Nesbit, T., Dunlop, C., & Gibson, L. (2007). Lifelong learning in institutions of higher education. Canadian Journal of University Continuing Education, 33(1), 35–60.10.21225/D52G6T
- Nguyen, G., Chen, S., Do, T., Jun, T. J., Choi, H. J., & Kim, D. (2020). Dissecting catastrophic forgetting in continual learning by deep visualization. arXiv preprint arXiv:2001.01578.
- Noguchi, F., Guevara, J. R., & Yorozu, R. (2015). Communities in action: Lifelong learning for sustainable development. UNESCO Institute for Lifelong Learning. Feldbrunnenstrasse, 58, 20148, Hamburg, Germany.
- Oğuz, A. (2009). Öğretmen adaylarının öğretmen öz yeterlik inançlarının incelenmesi [The examination of teacher candidates’ teacher self-efficacy beliefs]. Dumlupınar University Journal of Social Sciences, 24, 281–290.
- Oral, B., & Yazar, T. (2015). Öğretmen adaylarının yaşam boyu öğrenmeye ilişkin algılarının çeşitli değişkenlere göre incelenmesi [Examining prospective teachers’ perceptions of lifelong learning in terms of different variables]. Electronic Journal of Social Sciences, 14(52), 1–11.10.17755/esosder.72011
- Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs: An insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 45–58.10.14221/ajte.2011v36n12.6
- Poulou, M. (2007). Personal teaching efficacy and its sources: Student teachers’ perceptions. Educational Psychology, 27, 191–218. doi: 10.1080/0144341060106669310.1080/01443410601066693
- Pröbstl, G., & Schmidt-Hönig, K. (2019). Self-efficacy in social science. Discourse and Communication for Sustainable Education, 10(2), 49–59.10.2478/dcse-2019-0017
- Salīte, I. (2016). Searching for sustainability in teacher education and educational research: Experiences from the Baltic and Black Sea Circle Consortium for educational research. Discourse and Communication for Sustainable Education, 6(1), 21–29.10.1515/dcse-2015-0002
- Salīte, I., Fjodorova, I., Iliško, Dz., Ivanova, O., & Meihami, H. (2020). JTES for Sustainable Development: An action research environmentfor the development and sustainable future of the journal identity. Journal of Teacher Education for Sustainability, 22(1), 1–5. doi: 10.2478/jtes-2020-000110.2478/jtes-2020-0001
- Samancı, O., & Ocakcı, E. (2017). Hayat boyu öğrenme [Lifelong learning]. Bayburt Eğitim Fakültesi Dergisi [Journal of Bayburt Education Faculty], 12(24), 711–722.
- Saracaloğlu, A.S., & Dinçer, B. (2009). A study on correlation between self-efficacy and academic motivation of prospective teachers. Procedia Social and Behavioral Sciences, 1, 320–325.10.1016/j.sbspro.2009.01.060
- Saracaloğlu, A. S., Yenice, N., & Özden, B. (2013). Fen bilgisi, sosyal bilgiler ve sınıf öğretmeni adaylarının ögretmen öz-yeterlik algılarının ve akademik kontrol odaklarının incelenmesi [An analysis of prospective science, social sciences and primary school teachers’ self-efficacy perceptions and focus of academic control]. Pamukkale University Journal of Education, 34, 227–250.10.9779/PUJE555
- Stites, M. L., Rakes, C. R., Noggle, A. K., & Shah, S. (2018). Preservice teacher perceptions of preparedness to teach in inclusive settings as an indicator of teacher preparation program effectiveness. Discourse and Communication for Sustainable Education, 9(2), 21–39.10.2478/dcse-2018-0012
- Şahin, E. (2010). İlköğretim sınıf öğretmenlerinin öğretim stili tercihlerinin, cinsiyetlerinin, mesleki kıdemlerinin, öz-yeterlik algılarının ve öz-yönetimli öğrenmeye hazırbulunuşluk düzeylerinin mesleki yeterlikleri üzerindeki etkisi [The effect of primary school teachers’ teaching style preferences, gender, professional seniority, self-efficacy perceptions and self-directed learning readiness on their professional competencies]. (Unpublished doctoral thesis.). Yıldız Teknik University, Institute.of Social Sciences, Istanbul.
- Şahin, M., Akbaşlı, S., & Yanpar Yelken, T. (2010). Key competences for lifelong learning: The case of prospective teachers. Educational Research and Review, 5(10), 545–556.
- Tanrıseven, I. (2012). Examining primary school teachers’ and teacher candidates’ sense of efficacy. Procedia – Social and Behavioral Sciences, 47, 1479–1484.10.1016/j.sbspro.2012.06.846
- Taşkın, Ş. Ç., & Hacıömeroğlu, G. (2010). Öğretmen özyeterlik inanç ölçeğinin Türkçe’ye uyarlanması ve sınıf öğretmeni adaylarının özyeterlik inançları [The adaptation of the teacher self-efficacy belief scale into Turkish and the self-efficacy beliefs of classroom teacher candidates]. Dokuz Eyl¸l University Buca Faculty of Education Journal, 27, 63–75.
- Tight, M. (1998). Lifelong learning: Opportunity or compulsion? British Journal of Education Studies, 46(3), 251–263.10.1111/1467-8527.00082
- Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.10.3102/00346543068002202
- Tunca, N., Alkın Şahin, S., & Aydın, Ö. (2015). Öğretmen adaylarının yaşam boyu öğrenme eğilimleri [Pre-service teachers’ lifelong learning tendencies]. Mersin University Faculty of Education Journal, 11(2), 432–446.10.17860/efd.92694
- UNESCO. (2017). Education for sustainable development goals: Learning objectives. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf000024744410.54675/CGBA9153
- Ünlü, İ., Kaşkaya, A., & Kızılkaya, M. F. (2017). Sosyal bilgiler öğretmen adaylarının öz-yeterlik inançlarının çeşitli değişkenler açısından incelenmesi [Examining the self-efficacy beliefs of social studies teacher candidates in terms of some variables]. Ahi Evran University Kırşehir Faculty of Education Journal, 18(2), 651–668.
- Vieluf, S., Kunter, M., & van de Vijver, F. J. R. (2013). Teacher self-efficacy in cross-national perspective. Teaching and Teacher Education, 35, 92–103.10.1016/j.tate.2013.05.006
- Yenice, N., & Alpak Tunç, G. (2019). Öğretmen adaylarının yaşam boyu öğrenme eğilimleri ile bireysel yenilikçilik düzeylerinin incelenmesi [An investigation of pre-service teachers’ lifelong learning tendencies and their individual innovativeness levels]. Kastamonu Education Journal, 27(2), 753–765.10.24106/kefdergi.2716
- Yeşilyurt, E. (2013). Öğretmen adaylarının öğretmen özyeterlik algıları [Teacher self-efficacy perceptions of pre-service teachers]. Electronic Journal of Social Sciences, 12(45), 88–104.
- Yılmaz, M., & Gürçay, D. (2011). Biyoloji ve fizik öğretmen adaylarının öğretmen özyeterliklerini yordayan değişkenlerin belirlenmesi [The determination of variables that predict biology and physics teacher candidates’ teacher self-efficacy]. Çukurova University Faculty of Education Journal, 1(40), 53–60.
- Yoo, J. H. (2016). The effect of professional development on teacher efficacy and teachers’ self-analysis of their efficacy change. Journal of Teacher Education for Sustainability, 18(1), 84–94.10.1515/jtes-2016-0007