Equipped or not? Investigating pre-service teachers’ 21st century skills

Abstract

ABSTRACTThis study investigates pre-service teachers’ twenty-first-century skills using a quantitative survey design. Four hundred and two senior pre-service teachers studying at a state university in Turkey participated in the study. Their twenty-first-century skills were explored through different variables such as the pre-service teacher education programme, gender, cumulative grade point, and foreign language level. The major results indicated that pre-service teachers’ scores on twenty-first-century skills were high and that only foreign language level had a significant effect, to the benefit of pre-service teachers with advanced level of foreign language proficiency. Implications for teacher education are presented.