Abstract

This study aims to determine the level of prospective teachers in terms of lifelong learning key competences. Lifelong learning is an extensive educational approach receiving much attention not only by educational politics of European Union but also by the rest of the world. Lifelong learning competence requires an active and constant usage of knowledge. The items of “The Scale of Key Competences for Lifelong Learning” (SKCLLL) have been developed by the researchers based on the literature and the views of educational experts. Twenty-three items were defined in the scale. The scale has been applied to 415 prospective teachers attending to the final grade of the Faculty of Education of Selcuk University in Konya, Turkey. Based on the analysis carried out, it has been found that gender is not an effective factor in terms of the prospective teachers’ lifelong learning key competences. No significant difference has been found in terms of the sub-branches. The field where prospectiveteachers feel that they are the least competent is communication in native language.

Key words: Lifelong learning, teacher training, teacher competence, prospective teacher.