Abstract
This chapter explores the concept of Lifelong Learning, which has been identified as one of the four tenets or themes in personalising learning. Now more than ever before in history does the work and lifestyle changes experienced by individuals warrant consideration of the lifespan of learning acquisition and the requirements for learners. Subsequently, in their teaching, teachers need to encompass flexibility, variable pathways and longer-term “mindsets” and understandings of learning and its implications for life and living. This chapter discusses the importance of Lifelong Learning in the twenty-first century where we are faced with a rapidly and ever-changing world. The importance of the notion of Lifelong Learning for teachers, and teacher educators in particular, is highlighted along with its links to personalising learning in pre-service teacher education to demonstrate how it is only as lifelong learners ourselves that we can continue to provide effective and relevant education to the following and future generations of children, youth and adults.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Aspin, D., & Chapman, J. (2012). Towards a philosophy of lifelong learning. In D. Aspin, J. Chapman, K. Evans, & R. Bagnall (Eds.), Second international handbook of lifelong learning (Vol. 26, pp. 3–35). Dordrecht: Springer.
Barron, B., & Darling-Hammond, L. (2010). Prospects and challenges for inquiry-based approaches to learning. In H. Dumont, D. Istance, & F. Benavides (Eds.), The nature of learning: Using research to inspire practice, Educational Research and Innovation (pp. 199–255). Paris: OECD Publishing.
Bronfenbrenner, U. (1994). Ecological models of human development. In T. Postlethwaite & T. Husen (Eds.), International encyclopedia of education volume 3 (2nd ed., pp. 37–43). Oxford: Elsevier.
Bronfenbrenner, U. (2005). Thoughts on teaching. Human Ecology, 33(3), 26.
Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review, 101, 568–586.
Bronfenbrenner, U., & Evans, G. W. (2000). Developmental science in the 21st century: Emerging questions, theoretical models, research designs and empirical findings. Social Development, 9, 115–125.
Coşkun, Y., & Demirel, M. (2010). Lifelong learning tendency scale: The study of validity and reliability. Procedia Social and Behavioural Sciences, 5, 2343–2350.
Dolan, A. (2012). Reforming teacher education in the context of lifelong learning: The case of the BEd degree programme in Ireland. European Journal of Teacher Education, 35(4), 463–479.
European Commission. (2007). Communication from the commission to the council and the European parliament: Improving the quality of teacher education. European Commission. Retrieved from http://eur-lex.europa.eu/legal-content/en/txt/pdf/?uri=celex:52007dc0392&from=en
European Commission. (2015). Shaping career-long perspectives on teaching: A guide on policies to improve initial teacher education. Education and training 2020: Schools policy. Retrieved from http://ec.europa.eu/dgs/education_culture/repository/education/library/reports/initial-teacher-education_en.pdf
Feldman, A. (1997). Varieties of wisdom in the practices of teachers. Teaching and Teacher Education, 13(7), 757–773.
Fischer, G. (2000). Lifelong learning – More than training. Journal of Interactive Learning Research, 11(3/4), 265–294.
Foundation for Young Australians (FYA). (2016). The new basics: Big data reveals the skills young people need for the new work order. Report prepared for FYA by AlphaBeta. Retrieved from https://www.fya.org.au/wp-content/uploads/2016/04/The-New-Basics_Update_Web.pdf
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
Goleman, D. (1997). Emotional intelligence. New York: Bantam Books.
Halttunen, T., Koivisto, M., & Billet, S. (Eds.). (2014). Promoting, assessing, recognizing and certifying lifelong learning. International perspectives and practices. Dordrecht: Springer.
Handy, C. (2001). The elephant and the flea. London: Random House.
Keamy, K., Nicholas, H., Mahar, S., & Herrick, C. (2007). Personalising education: From research to policy and practice. Melbourne: Department of Education and Early Childhood Development.
Knapper, C., & Cropley, A. J. (2000). Lifelong learning in higher education. London: Kogan Page.
Kok, J. (2014). Lifelong learning: The experiences of Malaysian school teachers. Social Sciences and Humanities, 22(1), 147–163.
Kuzu, S., Demir, S., & Canpolat, M. (2015). Evaluation of life-long learning tendencies of pre-service teachers in terms of some variables. Journal of Theory and Practice in Education, 11(4), 1089–1105.
Lovegrove, N. (2017). The mosaic principle. London: Profile Books.
Manyika, J. (2016). Technology, jobs and the future of work. Briefing Note prepared for the Fortune Vatican Forum December 2016. McKinsey Global Institute.
Manyika, J., Chui, M., Mehdi, M., Miremadi, M., Bughin, J., George, K., Willmott, P., & Dewhurst, M. (2017). A future that works: Automation, employment and productivity. McKinsey Global Institute.
OECD. (2007). Lifelong learning and human capital: Policy brief. Retrieved from www.oecd.org/publications/Policybriefs
OECD. (2013). Lifelong learning and adults. In Education today 2013 (pp. 71–80). OECD Publishing.
OECD. (2014). Indicator D6: What does it take to become a teacher? In Education at a glance 2014: OECD indicators (pp. 496–514). OECD Publishing.
Owen, J. (2016). Foreward. In Foundation for Young Australians (FYA), The New Basics: Big data reveals the skills young people need for the new work order (p. 3). Foundation for Young Australians.
Palmer, P. (2007). The courage to teach (2nd ed.). San Francisco: Jossey Bass.
Saribas, D. (2015). Investigating the relationship between pre-service teachers’ scientific literacy, environmental literacy and life-long learning tendency. Science Education International, 26(1), 80–100.
Teacher Education Ministerial Advisory Group (TEMAG). (2014). Action now: Classroom ready teachers. Retrieved from http://www.studentsfirst.gov.au/teacher-education-ministerial-advisory-group
Zarifis, G., & Gravani, M. (Eds.). (2014). Challenging the ‘European area of lifelong learning’. A critical response. Dordrecht: Springer.
Zohar, D., & Marshall, I. (2000). SQ: Spiritual intelligence: The ultimate intelligence. London: Bloomsbury.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Jones, M., McLean, K. (2018). Mindsets for Lifelong Learning. In: Personalising Learning in Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-7930-6_6
Download citation
DOI: https://doi.org/10.1007/978-981-10-7930-6_6
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-7928-3
Online ISBN: 978-981-10-7930-6
eBook Packages: EducationEducation (R0)