Cultural Participation Patterns of Prospective Teachers in the Context of Informal Learning

Autor/in	Tutar, Peri
Titel	Cultural Participation Patterns of Prospective Teachers in the Context of Informal Learning
Quelle	In: Australian Journal of Adult Learning, 63 (2023) 2, S.206-234 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Foreign Countries; Preservice Teachers; Lifelong Learning; Teacher Education; Cultural Awareness; Socioeconomic Influences; Socioeconomic Status; Student Participation; Informal Education; Cultural Capital; Cultural Activities; Student Behavior; Parent Background; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Ausland; Life-long learning; Lebenslanges Lernen; Lehrerausbildung; Lehrerbildung; Cultural identity; Kulturelle Identität; Sozioökonomischer Faktor; Socio-economic status; Sozioökonomischer Status; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Informelle Bildung; Nichtformale Bildung; Cultural activity; Kulturelle Aktivität; Student behaviour; Schülerverhalten; Elternhaus
Abstract	This study was conducted to evaluate the lifelong learning culture of teacher candidates within the framework of the concept of cultural capital, which Bourdieu defines as the sum of intellectual qualities. The study employed the survey model as a quantitative research method. The study universe consisted of 538 prospective teachers attending Ankara University. Data concerning the cultural participation patterns among prospective teachers were collected through the "Cultural Participation Survey". The data were analysed using frequency analysis, percentage analysis, chi-square testing, t-testing, and one-way variance analysis (ANOVA). As a result, it was found that the education level, working status and income of the families of teacher candidates indicated low socio-economic and socio-cultural origins. It was observed that the cultural participation levels of the teacher candidates were low and these levels varied significantly according to the education level and income status of their parents. On the other hand, there was no significant difference according to the class they studied and the working status of the parents. (As Provided).
Anmerkungen	Adult Learning Australia. Office 1, Henderson House, 45 Moreland Street, Footscray VIC 3011, Australia. Tel: +61-3-9689-8623; e-mail: info@ala.asn.au; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01