INTERNATIONAL REVIEW OF EDUCATION最新文献

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.

As in much of the world, during the COVID-19 pandemic Turkey switched to mandatory distance education at all formal educational levels, and teachers were required to work from home. Despite the flexibility of working from home, infrastructural challenges adversely affected the effectiveness and quality of teaching and boosted work–family conflict (WFC), creating compatibility issues between teachers’ work and family roles. The study presented in this article used structural equation modelling to explore the moderating effects of gender on the relationship between infrastructural and distance education-related challenges and WFC among teachers in Turkey. Data were drawn from an online survey conducted in December 2021 as part of a master’s project at Tekirdağ Namık Kemal University. In the survey, 562 teachers (367 female, 195 male) were asked about challenges they faced in mandatory distance education that adversely affected their work and family balance during the COVID-19 pandemic. The results reveal that infrastructural and distance education-related challenges were positively associated with WFC among teachers during the pandemic. Gender was found to play a significant moderating role in the effect of infrastructure-related challenges on WFC during mandatory distance education: the interaction was stronger among female teachers. However, gender was not found to play a significant moderating role with regard to distance education-related challenges and WFC. The article concludes with several practical implications to help mitigate WFC for teachers and to improve distance education in the future.