The Effect of Undergraduate Education, Gender and Department on Prospective Teachers’ Lifelong Learning Dispositions

The aim of this study is to investigate the effect of prospective teachers’ undergraduate education on their lifelong learning dispositions. The study was carried out on the fourth year students enrolled at Bart？n University Faculty of Education in 2015-2016 academic year. The data were obtained through Undergraduate Education Evaluation Form developed by the researcher and “Lifelong Learning Dispositions Scale” developed by Diker (2009). The effect of undergraduate education, department and gender on lifelong learning dispositions was investigated through multiple regression analysis. As a result of the study, it was discovered that prospective teachers’ views on their undergraduate education didn’t differ with respect to their departments and gender. According to the data obtained in undergraduate education evaluation form, prospective teachers regard themselves most competent in communication in mother tongue, and they believe they are not competent enough in communication in foreign language and financial literacy. It was observed that teacher candidates had medium level lifelong learning dispositions. The students with the highest level of lifelong learning disposition were in the department of Turkish language teaching and those with the lowest level were in primary school teaching department. It was concluded that gender variable affected lifelong learning disposition