Bu araştırmanın amacı öğretmen adaylarının kendi kendine öğrenmeye ilişkin hazırbulunuşluk (KKÖH) düzeylerini bazı değişkenler açısından incelemektir. Araştırma, tarama (survey) modelindedir. Araştırmanın çalışma grubunu 2013-2014 akademik yılında Fırat Üniversitesi Eğitim Fakültesinin farklı bölümlerine devam eden 436 öğretmen adayı oluşturmaktadır. Araştırmada veri toplama aracı olarak, Fisher, King ve Tague (2001) tarafından geliştirilen ve Salas (2010) tarafından Türkçeye uyarlanan KKÖHÖ ölçeği kullanılmıştır. Araştırmada öğretmen adaylarının genel olarak KKÖH düzeylerinin yüksek olduğu, kadın öğretmen adaylarının ise KKÖH düzeylerinin erkek öğretmen adaylarından daha yüksek olduğu belirlenmiştir. Bunun yanında öğretmen adaylarının KKÖH düzeyleri sınıf düzeyine göre değişmezken, okudukları bölüme göre farklılık göstermektedir. Öğretmen adaylarının öğrenme isteklerinin ortalama günlük ders çalışma süresine göre farklılaştığı belirlenmiştir
The aim of this study is to investigate the readiness of teacher candidates regarding self-directed learning (RSDL) according to some variables. The study design is based on survey research. The sample of this study includes 436 students from different departments of Faculty of Education at Firat University. The Self-Directed Learning Readiness Scale (SDLRS), which was developed by Fisher, King and Tague (2001) and adapted to Turkish by Salas (2010), was used to gather data. It was determined that the RSDL of teacher candidates was generally high, and the RSDL of female teacher candidates was higher than the RSDL of male teacher candidates. Although the RSDL of teacher candidates was not differentiated according to grade level, it was differentiated according to departments that teacher candidates attended. It was determined that teacher candidates’ desire for learning varied according to their average daily study time
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