Mekânsal beceriler, 21. yüzyıl becerileri ve akademik başarının öğretmen adaylarının mesleki yetkinlikleri üzerindeki rolü

Yıl 2025, Sayı: 54, 1 - 23, 31.01.2025

Alaattin Arıkan

https://doi.org/10.32003/igge.1588916

Öz

Bu çalışmada, mekânsal beceriler, 21. yüzyıl becerileri ve akademik başarının öğretmen adaylarının mesleki yetkinlikleri üzerindeki etkileri ve yordama gücü incelenmiştir. İlişkisel tarama modelinin kullanıldığı araştırmaya bir devlet üniversitesinin eğitim fakültesinde 4. sınıfta öğrenim gören 262 öğretmen adayı dahil olmuştur. Çalışmada veriler Öğretmen Adayları İçin Kişisel-Mesleki Yetkinlikler Algı Ölçeği, Mekânsal Yetenek Öz Bildirim Ölçeği, Çok Boyutlu 21. Yüzyıl Becerileri Ölçeği ve kişisel bilgi formu aracılığıyla toplanmıştır. Verilerin analizinde pearson korelasyon analizi, doğrusal regresyon analizi ve aracılık analizi kullanılmıştır. Analizler; 21. yüzyıl becerilerinin öğretmen adaylarının mesleki yetkinliklerinin en güçlü yordayıcısı olduğunu, bunu mekânsal beceri ve akademik başarının izlediğini ortaya koymuştur. Ayrıca çalışma kapsamında önerilen modeller, mekânsal becerilerin, 21. yüzyıl becerilerinin ve akademik başarının öğretmen adaylarının mesleki yetkinlikleri üzerindeki aracılık ettiği karmaşık ilişkileri ortaya çıkarmıştır. Araştırma sonucunda öğretmen adaylarının mesleki yetkinliklerini artırmak adına eğitim programlarının bu becerileri daha kapsamlı olarak içerecek şekilde güncellenmesi önerilmiştir.

Anahtar Kelimeler

Öğretmen Adayları, Mesleki Yetkinlik, Mekânsal Beceri, 21. Yüzyıl Becerileri, Akademik Başarı

The role of spatial skills, 21st-century skills, and academic achievement in pre-service teachers' professional competencies

Öz

This study examined the effects and predictive power of spatial skills, 21st-century skills, and academic achievement on pre-service teachers' professional competencies. The study, in which the relational survey model was used, included 262 pre-service teachers studying in the 4th grade at the faculty of education of a state university. The data were collected through the Personal-Professional Competencies Perception Scale for Pre-service Teachers, Spatial Ability Self-Report Scale, Multidimensional 21st-Century Skills Scale and personal information form. Pearson correlation analysis, linear regression analysis and mediation analysis were used to analyse the data. The analyses revealed that 21st-century skills were the strongest predictor of pre-service teachers' professional competencies, followed by spatial skills and academic achievement. In addition, the models proposed within the scope of the study revealed complex relationships mediated by spatial skills, 21st-century skills, and academic achievement on pre-service teachers' professional competencies. As a result of the study, it was suggested that educational programs should be updated to include these skills more comprehensively in order to increase the professional competencies of pre-service teachers.

Anahtar Kelimeler

Pre-service Teachers, Professional Competence, Spatial Skills, 21st-Century Skills, Academic Achievement

Kaynakça

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