Pre-service Teachers’ Opinions about the Use of 21st Century Learner and 21st Century Teacher Skills

Abstract

The purpose of the current study is to determine pre-service teachers' opinions about 21st century learner and teacher skills. The study group of the current research is comprised of 391 senior students from an education faculty. As the data collection tool, the 21st century Learner Skills Use Questionnaire and 21st Century Teacher Skills Use Questionnaire were employed. In the analysis of the collected data, frequencies, percentages, arithmetic means, independent samples t-Test, One-Way Anova, Correlation, Mann Whitney-U, Kruskal Wallis techniques were used. The findings of the study revealed that the pre-service teachers' opinions about 21st century learner and teacher skills vary significantly depending on the variables of gender, department attended, academic achievement, experience of private tutoring and practicum teaching (doing practicum teaching at elementary and secondary schools). As a result, it was concluded that the pre-service teachers are ready for using 21st century learner skills (cognitive skills, autonomous skills, collaboration and flexibility skills, innovativeness skills) and teacher skills (administrative skills, technopedagogical skills, affirmative skills, flexible teaching skills, generative skills). However, it was also found that the pre-service teachers were not able to make enough use of learner and teacher skills during their practicum teaching at schools. Moreover, a positive, medium and significant correlation was found between 21st century learner skills and 21st century teacher skills.

QASEE: A Potential Learning Model to Improve the Critical Thinking Skills of Pre-service Teachers with Different Academic Abilities

“…Those conditions will eventually have an effect on the development of the critical thinking skills of their students in the future (Furness et al, 2017;Saefi et al, 2017). This is also related to what was reported by Tican & Deniz (2019) that the 21st century learner skills, including the critical thinking skills, were found to be positively correlated with the 21st century teacher skills.…”

“…In the past five years critical thinking has become one of the most important skills to be developed (Butler et al, 2017;Tican & Deniz, 2019). Recent research shows that critical thinking skills are very important in the workplace.…”

“…In LPTK (Indonesia: Institute of Teacher's Education), the pre-service teachers who have good critical thinking skills are also believed to be able to overcome the challenges of life and to have successful careers in the 21st century (Kadir, 2017;Tican & Deniz, 2019); as two aspect of critical thinking skills the analyzing and evaluating skills can be used as important tool to develop teachers' professional competence {Formatting Citation}. In addition, critical thinking skills are reported to have a positive contribution toward teacher professional identity, which includes subject matter, didactical, and pedagogical fields (Sheybani & Miri, 2019).…”

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

“…When viewed from the syntaxes of the two models, they are quite different (studentcentered versus teacher-centered) and should have a different effect. The teacher should be able to master a variety of innovative learning models as said by Tican and Deniz (2019) that 21 st -century teachers must be able to make changes in themselves, especially those related to teaching. The teacher must be able to do structured practical teaching.…”

The Effects of Blended Learning on Elementary School Students' Creativity and Activeness

“…The skills needed in the 21 st century is different from those needed in the previous century [1], one of the keys to successful learning in the 21 st century being creativity. Students need to be creative and flexible to learn and understand knowledge, so creative thinking is critical for students [2].…”