Thwe Win Phyu, Kálmán Anikó
Doctoral School of Education, University of Szeged, Szeged, Hungary.
Department of Technical Education, Budapest University of Technology and Economics (BME), Budapest, Hungary.
Heliyon. 2023 Feb 16;9(2):e13749. doi: 10.1016/j.heliyon.2023.e13749. eCollection 2023 Feb.
Contemporary youth require novel talents and fluencies due to the profound changes that are taking place in society. From school education to professional development and lifelong learning, everyone needs to have twenty-first-century skills to cope with these changes and the new normal. Lifelong learning should be the guiding idea for the future revitalization of the teaching profession. The development of lifelong learning competencies will enable teachers to help their students become lifelong learners. Teacher education is undoubtedly the most important component for teachers who seek to gain lifelong learning competencies. The study of teacher education is essential for investigating the factors that affect lifelong learning competencies among teacher trainers. The main aim of this study is investigating whether perception of lifelong learning and learning strategies could explain teacher trainers' lifelong learning competencies and to examine whether their professional and personal factors could influence this. For this study, a correlation research design was chosen. The research sample was made up of 232 teacher trainers from various education degree colleges in Myanmar using random sampling method. Multiple linear regression analysis was performed to formulate the regression models for lifelong learning competencies of teacher trainers, and analysis of variance was also utilized to create comparison between the outcome models. The results indicated that the including region, teaching experience, perception of lifelong learning, and learning strategies may be the best regression model for predicting lifelong learning competencies in teacher trainers. This research may also be useful for establishing practical policy to implement the lifelong learning competencies within the formal and non-formal education sectors.
由于社会正在发生深刻变化，当代青年需要具备新颖的才能和流利的技能。从学校教育到职业发展以及终身学习，每个人都需要拥有21世纪的技能来应对这些变化和新常态。终身学习应成为未来教师职业振兴的指导理念。终身学习能力的发展将使教师能够帮助学生成为终身学习者。教师教育无疑是寻求获得终身学习能力的教师最重要的组成部分。对教师教育的研究对于调查影响教师培训师终身学习能力的因素至关重要。本研究的主要目的是调查对终身学习的认知和学习策略是否能够解释教师培训师的终身学习能力，并检验他们的专业和个人因素是否会对此产生影响。对于本研究，选择了相关研究设计。研究样本由来自缅甸各教育学位学院的232名教师培训师组成，采用随机抽样方法。进行多元线性回归分析以制定教师培训师终身学习能力的回归模型，并利用方差分析在结果模型之间进行比较。结果表明，包括地区、教学经验、对终身学习的认知和学习策略可能是预测教师培训师终身学习能力的最佳回归模型。这项研究对于制定在正规和非正规教育部门实施终身学习能力的实际政策也可能有用。
