Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: İnönü Üniversitesi, Eğitim Bilimleri Enstitüsü, Türkiye
Tezin Onay Tarihi: 2021
Tezin Dili: Türkçe
Öğrenci: GÖKHAN COŞANAY
Danışman: Yalçın Karalı
Özet:
The aim of this study is to determine the level of use of 21st century learner and teacher skills of classroom teachers and to examine their level of use of these skills in terms of gender, professional seniority, graduation status, and professional preference variables. A cross-sectional survey model was used in the research. The universe of the study consists of classroom teachers working in Battalgazi and Yeşilyurt districts of Malatya province in the 2020-2021 academic year. Simple random sampling method was used in the study. The sample number was calculated and the research scale was applied to 269 Classroom Teachers. In the research, the data collection tool developed by Göksün and consisting of two parts and the demographic information form prepared by the researcher were used to collect the data. In the first part of the data collection tool, there is the 21st century learner skills scale, and the second part is the 21st century teacher skills scale. The data collected through data collection tools were processed in the SPSS program and analyzed through this program. Mann-Whitney U and Kruskal-Wallis tests were used because the research data did not show normal distribution. In addition, descriptive statistical analysis showing the average use and standard deviation values of 21st century learner and teacher skills of classroom teachers was included. As a result of the research, among the 21st century learner skills sub-dimensions, where the level of use of 21st century learner skills (X = 4.08) and 21st century teacher skills use levels (X = 4.19) are at average and good levels, the highest level of use among the sub-dimensions of 21st century teacher skills is found to be the highest level of cognitive skills. it was seen that the level of use belongs to the "confirmatory skills". In the sub-dimensions of 21st century learner skills, "cognitive skills", "cooperation and flexibility skills" and "innovation skills", a significant differentiation was determined according to the professional preference variable. It has been observed that there is a significant differentiation in favor of female teachers in the sub-dimensions of "managerial skills" and "flexible teaching skills" according to the gender variable of 21st century teacher skills. According to the graduation degree variable, it was observed that there was a significant difference in favor of graduate teachers in the sub-dimensions of "generative skills" and "flexible teaching skills". According to the vocational preference variable, in all sub-dimensions of 21st century teacher skills, when they have the chance to choose a profession once again, it has been observed that there is a significant difference in favor of those who definitely want to choose the teaching profession again. The findings of the research were interpreted as that teachers' use of 21st century learner and teacher skills was at a good level and this situation was interpreted as that 21st century teachers could perform effective learning by employing the skills required by the 21st century without experiencing adaptation problems in the learning-teaching process with their students, who are the learners of the new millennium. In addition, the fact that the variable of professional preference is in favor of those who definitely want to do the teaching profession in both 21st century learner skills and teacher skills shows that the factor of professional preference is an important point to be taken into consideration in raising 21st century teachers. Key Word: 21st Century Student Skills, 21st Century Teacher Skills, Classroom Teacher.