Investigation of the 21st Century Skills Levels of Teacher Candidates in Terms of Various Variables

Abstract

The general purpose of this research is to examine the 21st century skills of teacher candidates in terms of different variables and to reveal their opinions about 21st century skills and teaching. For this purpose, explanatory sequential design was preferred in the research, firstly to obtain a general perspective on the 21st century skills of teacher candidates with quantitative data, and then to use qualitative data to explain these findings in more depth in line with the opinions of teacher candidates. In the research, quantitative data were obtained using the "Multidimensional 21st Century Skills Scale" and qualitative data were obtained with the "Semi-Structured Interview Form" created by the researcher. The study population of the research consists of 993 teacher candidates studying at Ankara University Faculty of Educational Sciences, and the sample consists of 379 teacher candidates selected from this population. In the qualitative phase of the research, the study group consists of a total of 12 participants, including 2 teacher candidates from each department within the faculty.

When the data obtained in the research are evaluated; Teacher candidates' multidimensional 21st century skills are at a medium level; It was concluded that the lowest level was in the critical thinking and problem solving sub-dimension, and the highest level was in the career awareness sub-dimension. When examined in terms of demographic factors, it was determined that the 21st century skills levels of teacher candidates did not differ according to the variables of gender, mother's education level and father's education level. There is a significant difference according to department and GPA variables; Participants in classroom teaching, preschool teaching, and Computer and Instructional Technologies Teaching departments have higher levels of multidimensional 21st century skills compared to participants in psychological counseling and guidance and special education teaching departments; In terms of GPA, it was determined that participants with a high GPA had more of these skills than those with a medium GPA. In the qualitative part of the research, the participants' opinions were included through direct quotations and these opinions were analyzed by comparing them with the existing literature. Considering the interview data, teacher candidates' definitions of 21st century skills and their views on teaching these skills reveal that their level of knowledge regarding these skills is high. Digital literacy, communication, problem solving, collaboration, critical thinking and creativity are among the basic skills highlighted by teacher candidates. In addition, prospective teachers state that students' acquisition of 21st century skills will positively contribute to their personal development, contribution to society and preparation for their careers. In line with the research results, various suggestions are presented for prospective teachers, relevant institutions and organizations, and future research in the context of 21st century skills.