چکیده:
IntroductionLifelong learning plays a role as the most important enabling factor in the information society in order to maintain and develop the competence of teachers, to build a sustainable future of the society. Lifelong learning emerged throughout life in order to develop personal, social and knowledge, skills and competencies and to develop various competencies in order to flexibly adapt to a rapidly changing world. The speed of this change made it a necessity to acquire new skills in the training of teachers to prepare the citizens of the new age in order to meet the changing needs ahead. For this reason, the aim of the present research was the Canonical analysis of lifelong learning on the professional development of teachers.MethodThe research method was correlation. The statistical population of the study was about 800 secondary school teachers in serakhs city that a sample of 260 people was selected according to a simple random method. The research tools were three questionnaires, including spiritual well-being Questionnaire, social undermining, organizational Cynicism. Confirmatory validity, composite reliability and Cronbach's alpha of the tools were reported at appropriate levels. The research tools were two questionnaires of lifelong learning and teachers' professional development. Confirmatory validity, composite reliability and Cronbach's alpha of the tools were reported at appropriate levels.ResultsThe results showed that there is a relationship between all components of lifelong learning and teachers' professional development. And based on this, three focus groups were created, which indicates that the dimensions of professional development are explained by the dimensions of lifelong learning.DiscussionIt can be said that the factors of motivation, perseverance, self-regulation and curiosity play a role in the professional development of teachers. the institution of education can create lifelong learning skills in developing the competence of teachers to meet the educational needs of society and prepare citizens for the new era. this learning and development requires the participation of three basic principles of self-contemplation, cooperation with parents and society, and teacher and student.
خلاصه ماشینی:
This means that throughout our lives, we continue to grow in how we think, feel, and relate to others and ourselves, provided that supports and encouraging challenges are given to us to assist this process (Drago-Severson & NULL, 2012) A tendency towards lifelong learning plays a role in ensuring sustainable development in the use of technology and the professional competence of teachers.
Mean, standard deviation, and Pearson correlation coefficients of the research variables (Refer to the page image) According to Table 2, the relationships between the dimensions of lifelong learning and professional development were significant at the 0.
Canonical correlation test of lifelong learning dimensions with professional development dimensions (Refer to the page image) According to Table 3, the first, second, and third canonical correlation coefficients were reported as significant at a 99 percent confidence level, indicating the existence of three sets of dependent variables.
Such learning activities compel teachers to consider possibilities, try new things, and analyze the effectiveness of their actions (Hunzicker, 2011), and staff, possessing the skill characteristics of lifelong learning, such as high-level thinking skills, are capable of using digital technology in achievement and development, capable of developing self-regulation and evaluation skills, possessing communication skills, and being able to work collaboratively in social and professional environments (Roblin & Voogt, 2012; Tekin & Durak, 2020).
In addition to providing internal support, participatory professional development is often more enjoyable for teachers than working alone (Hunzicker, 2011), and lifelong learners can be identified by developed communication skills, self-directed learning skills, the ability to act as an agent of change, and the ability to share good practices and knowledge (Collins, 2009).
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