Page 67 - Igor Ž. Žagar in Ana Mlekuž, ur. ▪︎ Raziskovanje v vzgoji in izobraževanju. Ljubljana: Pedagoški inštitut, 2019. Digitalna knjižnica, Dissertationes 37
P. 67
Views of primary school and kindergarten
teacher students about lifelong learning
Nikolett Takács
The concept of „lifelong learning” is getting more and more popular in
21st century education. Not only scientists, but practicing teachers and stu-
dents have also ideas about what „lifelong learning” means, when they hear
this expression. Since it is proven by many studies, that the views and be-
liefs of teachers have a strong influence on their work and attitudes, it is
an important step to get to know these beliefs of prospective kindergarten
teachers and primary teachers about LLL (Dudás, 2005; 2006; Richardson,
1996; Kagan, 1992; Nespor, 1987).
There are many regulations for the activity of teachers in teaching and
learning in the approach of LLL on macro and micro levels, as well (Unit-
ed Nations, 2015; European Commission, 2001; Hungarian National Core
Curriculum, 2012; National Core Programme of Kindergarten Education,
2012; EMMI, 2012; KKK, 2016). While the intention for lifelong learning in
many areas of public education already appears at the level of regulation,
we can see that practice falls behind in these efforts. The main aim of this
research is to show pre-service kindergarten and primary school teachers’
views about the concept, in order to highlight on any deficiencies or mis-
conceptions about this concept among the two subsamples. In my study,
I conducted a qualitative research in a Hungarian teacher training insti-
tute with 29 pre-service kindergarten teachers and 22 pre-service primary
teachers. In this process, respondents had to finish a sentence without any
further instructions: ”I think lifelong learning is...” For the analysis, I ap-
67
teacher students about lifelong learning
Nikolett Takács
The concept of „lifelong learning” is getting more and more popular in
21st century education. Not only scientists, but practicing teachers and stu-
dents have also ideas about what „lifelong learning” means, when they hear
this expression. Since it is proven by many studies, that the views and be-
liefs of teachers have a strong influence on their work and attitudes, it is
an important step to get to know these beliefs of prospective kindergarten
teachers and primary teachers about LLL (Dudás, 2005; 2006; Richardson,
1996; Kagan, 1992; Nespor, 1987).
There are many regulations for the activity of teachers in teaching and
learning in the approach of LLL on macro and micro levels, as well (Unit-
ed Nations, 2015; European Commission, 2001; Hungarian National Core
Curriculum, 2012; National Core Programme of Kindergarten Education,
2012; EMMI, 2012; KKK, 2016). While the intention for lifelong learning in
many areas of public education already appears at the level of regulation,
we can see that practice falls behind in these efforts. The main aim of this
research is to show pre-service kindergarten and primary school teachers’
views about the concept, in order to highlight on any deficiencies or mis-
conceptions about this concept among the two subsamples. In my study,
I conducted a qualitative research in a Hungarian teacher training insti-
tute with 29 pre-service kindergarten teachers and 22 pre-service primary
teachers. In this process, respondents had to finish a sentence without any
further instructions: ”I think lifelong learning is...” For the analysis, I ap-
67
