Life-Long Learning Tendencies of Prospective Teachers: A Perspective From Pakistan

In the 21st century, every teacher needs to know how to learn new things all the time, particularly because educational practices and technologies are changing so quickly. The main goal of this study is to look into the lifelong learning habits of prospective teachers who are studying at a public university in Pakistan's Faculty of Education, University of Sindh, Jamshoro. The main objectives of this current study were (1) to assess the level of motivation and persistence of prospective teachers in their life-long learning based on gender (2) to assess the level of prospective teachers in their deprivation in regulating learning & self-directed learning between male and female. The data were collected using a structured questionnaire based on a five-point Likert scale that had 27 statements under quantitative descriptive survey design. There were 550 prospective teachers, studying in B.Ed programs. Among the 232 sample of prospective teachers 150 responses were received. Data was analyzed using descriptive statistics and factor analysis to check construct validity of the questionnaire, independent samples t-tests, and one-way ANOVA to test the hypotheses. The results show that the variables, like motivation, deprivation, and curiosity, didn't differ much between male and female prospective teachers. However, persistence did show a considerable difference in male female participants. Age and academic specialization were found affecting lifelong learning tendencies, no effect for years of studying and academic program was found. The constructs i.e., motivation, persistence, curiosity, and deprivation were found valid by factor analysis. The data were collected using a structured questionnaire based on a five-point Likert scale that had 27 statements under quantitative descriptive survey design. There were 550 prospective teachers, studying in B.Ed. (1.5 years), B.Ed. (2.5 years), or B.Ed. (Hons.) programs. Among the 232 sample of prospective teachers 150 responses were received. Data was analyzed using descriptive statistics (mean and standard deviation), factor analysis to check construct validity of the questionnaire, independent samples t-tests, and one-way ANOVA to test the hypotheses. The results show that most of the variables, like motivation, deprivation, and curiosity, didn't differ much between male and female prospective teachers. However, persistence did show a considerable difference in male female participants. Also, age and academic specialization were found affecting lifelong learning tendencies, no effect for years of studying and academic program was found. The constructs i.e., motivation, persistence, curiosity, and deprivation were found valid by factor analysis.