Sosyal Bilgiler Öğretmen Adaylarının Gözünden 21. Yüzyıl Becerileri ile Yaşam Boyu Öğrenmeye Genel Bir Bakış

The purpose of the research is to determine the perspectives of social studies teacher candidates on 21st century skills and lifelong learning. The sample group of the study consisted of 120 first, second, third, and fourth-year preservice teachers who were studying in the Departments of Social Studies Education at the 15 university during the 2021-2022 academic year. The study was conducted with a phenomenological design the qualitative research designs. The data were obtained using the interview method and analyzed with content analysis. As a result of the study, it was determined that the preservice social studies teachers defined 21st-century skills as the skills that are generally needed to be successful, while they expressed lifelong learning as learning from cradle to grave. Also, the preservice social studies teachers stated that 21st-century skills were correlated with lifelong learning. National and international scientific activities such as panels, conferences, congresses, and symposiums can be organized for preservice teachers to follow all developments related to 21st-century skills and lifelong learning, to raise and improve their awareness on this topic, to interact with each other, and to exchange information. They can be encouraged to attend these activities.

The purpose of the research is to determine the perspectives of social studies teacher candidates on 21st century skills and lifelong learning. The sample group of the study consisted of 120 first, second, third, and fourth-year preservice teachers who were studying in the Departments of Social Studies Education at the 15 university during the 2021-2022 academic year. The study was conducted with a phenomenological design the qualitative research designs. The data were obtained using the interview method and analyzed with content analysis. As a result of the study, it was determined that the preservice social studies teachers defined 21st-century skills as the skills that are generally needed to be successful, while they expressed lifelong learning as learning from cradle to grave. Also, the preservice social studies teachers stated that 21st-century skills were correlated with lifelong learning. National and international scientific activities such as panels, conferences, congresses, and symposiums can be organized for preservice teachers to follow all developments related to 21st-century skills and lifelong learning, to raise and improve their awareness on this topic, to interact with each other, and to exchange information. They can be encouraged to attend these activities.

The purpose of the research is to determine the perspectives of social studies teacher candidates on 21st century skills and lifelong learning. The sample group of the study consisted of 120 first, second, third, and fourth-year preservice teachers who were studying in the Departments of Social Studies Education at the 15 university during the 2021-2022 academic year. The study was conducted with a phenomenological design the qualitative research designs. The data were obtained using the interview method and analyzed with content analysis. As a result of the study, it was determined that the preservice social studies teachers defined 21st-century skills as the skills that are generally needed to be successful, while they expressed lifelong learning as learning from cradle to grave. Also, the preservice social studies teachers stated that 21st-century skills were correlated with lifelong learning. National and international scientific activities such as panels, conferences, congresses, and symposiums can be organized for preservice teachers to follow all developments related to 21st-century skills and lifelong learning, to raise and improve their awareness on this topic, to interact with each other, and to exchange information. They can be encouraged to attend these activities.

Araştırmanın amacı, sosyal bilgiler öğretmen adaylarının 21. yüzyıl becerileri ile yaşam boyu öğrenmeye ilşikin bakış açısını belirlemektir. Araştırmanın çalışma grubunu 2021-2022 eğitim öğretim yılında 15 üniversitenin Sosyal Bilgiler Eğitimi Ana Bilim Dalında 1., 2., 3. ve 4. sınıfta öğrenim gören 120 öğretmen adayı oluşturmaktadır. Araştırma, nitel araştırma desenlerinden olgubilim deseni ile yürütülmüştür. Araştırmada veriler görüşme yöntemi kullanılarak elde edilmiş ve içerik analizi ile çözümlenmiştir. Araştırma sonucunda sosyal bilgiler öğretmen adaylarının 21. yüzyıl becerilerini genel olarak başarılı olmak için ihtiyaç duyulan beceriler olarak tanımladıkları tespit edilirken, yaşam boyu öğrenmeyi ise beşikten mezara kadar öğrenme şeklinde ifade ettikleri tespit edilmiştir. Ayrıca öğretmen adaylarının, 21. yüzyıl becerileri ile yaşam boyu öğrenme arasında ilişki olduğunu ifade ettikleri belirlenmiştir. Öğretmen adaylarının 21. yüzyıl becerileri ve yaşam boyu öğrenme ile ilgili tüm gelişmeleri takip edebilmeleri, bu konuda bilinçlenebilmeleri ve farkındalıklarını geliştirmeleri, birbirleriyle etkileşim sağlayabilmeleri ve bilgi alışverişinde bulunabilmeleri için yurt içinde ve yurt dışında panel, konferans, kongre, sempozyum gibi bilimsel etkinlikler düzenlenebilir ve bu etkinliklere katılmaları teşvik edilebilir.