Investigation of 21st Century Learner Skills Usage Levels of Turkish Language Teacher Candidates

Saadet Maltepe,Emre Bayrakdar

doi:10.7575/aiac.ijels.v.9n.3p.147

Abstract

In this study, it was aimed to determine the 21st century learner skills usage levels (cognitive skills, autonomous skills, collaboration and flexibility skills, and innovation skills) of Turkish language teacher candidates in terms of some variables (gender, grade level, success status). In this study, singular screening, causal comparison and relational screening models were used together within the framework of quantitative research approaches. The respondents were 259 students studying in Turkish Language Teaching Program of Turkish and Social Sciences Department at Balikesir University Necatibey College of Education in the 2018-2019 academic year. The “21st Century Learner Skills Usage Scale” developed by Orhan Göksün (2016) was used as the data collection tool. The scoring of the five-point Likert-type scale consisting of 31 items was made from never (1) to always (5). The 31 items in the scale were gathered under four factors as cognitive skills, autonomous skills, collaboration and flexibility skills, and innovation skills. In the analysis of the data obtained, mean for descriptive analysis, t-test and analysis of variance techniques for comparisons made by the related variables were used. In the study, it was found that the 21st century learner skills usage levels of Turkish language teacher candidates differed in favor of males only in the innovation skills dimension of the scale. It was concluded that as the grade level and grade point average increased, the level of 21st century learner skills use of the participants also increased.

Highlights

Today, change and development are very fast
The 31 items in the scale were gathered under four factors as cognitive skills, autonomous skills, collaboration and flexibility skills, and innovation skills
The findings for the sub-problem “What are the 21st century learner skills usage levels of Turkish language teacher candidates?” are presented in Table 3: Since the 21st century learner skills usage score is calculated by standardizing, it is known that a pre-service teacher can get points in the range of 1-5

Summary

INTRODUCTION

Change and development are very fast. Especially developments in science and technology, globalizing world, political movements, wars, natural disasters, epidemics and so on are the important factors affecting the existence of changes in the world order. The definitions and classifications of the relevant institutions, organizations and researchers contain different expressions, they are generally parallel to each other Considering these definitions, individuals with 21st century skills are expected to be able to use higher order thinking skills such as critical and creative thinking, problem solving and decision making effectively; to structure information; to keep up with technological developments and changes; to. In order for teachers to internalize these skills, they are expected to be able to use the aforementioned skills effectively while being learner as a pre-service teacher From this point of view, it was aimed to determine the 21st century learner skills usage levels of Turkish language teacher candidates in terms of some variables. What is the relationship between the sub-dimensions of 21st century learner skills (cognitive skills, autonomous skills, collaboration and flexibility skills, innovative skills) used by Turkish language teacher candidates?

METHOD

FINDINGS

ANOVA Results