Öğretmen Adaylarının 21. Yüzyıl Becerilerine Yönelik Yeterlik Algıları: Kütahya

21st Century Skills of Pre-service Teachers and Visions of Faculties of Education in Acquiring 21st Century Skills

“…Similarly, in his study, Canpolat (2021) found that pre-service teachers with high GPA had higher 21 st century skills than pre-service teachers with low GPA. In some studies, unlike the findings obtained in this study, it was determined that academic achievement did not significantly affect the 21 st century skills of pre-service teachers (Geçgel et al, 2020;Özdemir Özden et al, 2018). The fact that pre-service teachers with high academic success also have high 21 st century skills shows that in the education process the development of both academic success and 21 st century skills is aimed.…”

“…This is a positive finding, as it indicates that both genders are equally capable of acquiring these skills and that there is no inherent gender-based barrier that prevents individuals from developing these skills. Similar to the finding obtained from the study, there are studies in the literature in which the 21 st century skills of pre-service teachers do not differ significantly in terms of gender (Aktaş, 2022;Bozkurt, 2021;Canpolat, 2021;Erten, 2020;Geçgel et al, 2020;Gömleksiz, Sinan & Döner Doğan, 2019;Kozikoğlu & Altınova, 2018;Özdemir Özden et al, 2018). On the other hand, Çevik and Şentürk (2019) found that the 21 st century skills of male students were significantly higher than those of female students, which contradicts this study.…”

“…Similarly, Canpolat (2021) found that pre-service teachers had high levels of information and technology literacy, critical thinking and problem solving, social responsibility and leadership, and entrepreneurship and innovation skills. In addition, there are studies with the findings that pre-service teachers had a high level of 21 st century skills (Aydın & Tan Şişman, 2021;Bozkurt, 2021;Erten, 2020;Gömleksiz, Sinan & Döner Doğan, 2019;Kozikoğlu & Altınova, 2018;Özdemir Özden et al, 2018). However, unlike these results, there are studies with the findings that the entrepreneurial and innovation skills of pre-service teachers were at a moderate level (Aktaş, 2022;Canpolat, 2021), and that their career consciousness skills were at a high level (Canpolat, 2021), which contradict the findings obtained in this study.…”

“…In the literature, various studies have been conducted to develop an assessment tool to determine the 21 st century skill levels of teachers and pre-service teachers (Anagün et al, 2016;Çevik & Şentürk, 2019), to examine the 21 st century skill levels of pre-service teachers and to examine these skills in terms of some variables (Aktaş, 2022;Aydın & Tan Şişman, 2021;Canpolat, 2021;Erten, 2020;Gömleksiz, Sinan, & Döner Doğan, 2019;Kozikoğlu & Altınova, 2018;Özdemir Özden et al, 2018), to obtain pre-service teachers' opinions by quantitative research (Bayrak Özmutlu & Ergan, 2022), and to obtain pre-service teachers' opinions using mixed method (Bozkurt, 2021). In this study, unlike other studies, the 21 st century skill levels of pre-service teachers are revealed according to the number of social activities they participate in, the 21 st century skills that pre-service teachers think they have, their opinions on the stakeholders responsible for enabling students to acquire 21 st century skills, the strengths and weaknesses of the faculties of education, and what needs to be done by the faculties of education.…”

İlköğretim Matematik Öğretmen Adaylarının STEM Eğitimine Yönelik Tutumları ile 21. Yüzyıl Becerileri Yeterlilik Algıları Arasındaki İlişkinin İncelenmesi

“…It was determined that 21CS proficiency perceptions of elementary school mathematics teacher candidates were highly positive. This finding is in line with previous studies (Çolak, 2019;Gömleksiz et al, 2019;Gökbulut, 2020;Kozikoğlu & Altunova, 2018;Özdemir-Özden et al, 2018). The reason for the high 21CS proficiency perceptions of teacher candidates may be that the departments of education faculties are preferred by students with high scores from the point of view of university entrance, in line with the high demand for education faculties.…”