The Relationship Between Preservice Teachers’ 21st Century Skills and Technological Pedagogical Content Knowledge

Year 2023, Issue: Özel Sayı 1 (Cumhuriyetin 100. Yılına), 1026 - 1047, 27.10.2023

Şule Yılmaz Özden , Emine Nur Ünveren Bilgiç

https://doi.org/10.51531/korkutataturkiyat.1360027

Abstract

21st century skills are a critical skill set that must be acquired in the digital age we live in. They appear as skills that affect thinking, working and life far beyond a certain subject knowledge. The purpose of this study is to examine the relationship between 21st century skills and technological pedagogical content knowledge of preservice mathematics teachers. In the study, which was conducted with a quantitative approach, the relational survey model was used. The data were collected using “Technological Pedagogical Content Knowledge Scale for Mathematics (Tpab-Mat)” and “Multidimensional 21st Century Skills Scale”. T-test, one-way ANOVA and Pearson Product Moment Correlation coefficient were used to analyze the data. The results showed that there was a positive and moderate correlation between pre-service teachers’ technological pedagogical content knowledge and 21st century, and there was also a positive and moderate correlation between pre-service teachers’ gender and grade level and 21st century skills (critical thinking and problem solving, social responsibility and leadership, entrepreneurship and innovation) and technological pedagogical content knowledge (PCK, TPK_Offline, TPACK).

Keywords

TPACK, Mathematics education 21st century skills, preservice teacher training.

Öğretmen Adaylarının 21. Yüzyıl Becerileri ile Teknolojik Pedagojik Alan Bilgileri Arasındaki İlişki

Abstract

21. yüzyıl becerileri yaşadığımız dijital çağda edinilmesi gereken kritik bir beceri setidir. 21. yüzyıl becerileri belirli bir konu bilgisinin çok ötesinde düşünmeyi, çalışmayı ve yaşamı etkileyen beceriler olarak karşımıza çıkmaktadır. Buradan yola çıkarak bu çalışma matematik öğretmeni adaylarının 21. yy. becerileri ile teknolojik pedagojik alan bilgileri arasındaki ilişkiyi incelemeyi amaçlamaktadır. Nicel bir yaklaşımla gerçekleştirilen araştırmada genel tarama modeli türlerinden biri olan ilişkisel tarama modeli kullanılmıştır. Veriler, “ Matematik için Teknolojik Pedagojik Alan Bilgisi Ölçeği (Tpab-Mat)” ve “Çok Boyutlu 21. Yüzyıl Becerileri Ölçeği” kullanılarak toplanmıştır. Verilerin analizinde t-testi, tek yönlü ANOVA ve Pearson Çarpım Momentleri Korelasyon katsayısı kullanılmıştır. Sonuçlar öğretmen adaylarının teknolojik pedagojik alan bilgileri (PB, TPB_Çevrimdışı, TPAB) ile 21. yy. becerileri (eleştirel düşünme ve problem çözme, sosyal sorumluluk ve liderlik, girişimcilik ve inovasyon) arasında pozitif ve orta düzeyde bir ilişki olduğunu göstermektedir. Ayrıca öğretmen adaylarının cinsiyet ve sınıf düzeylerinin 21. yy. becerileri (eleştirel düşünme ve problem çözme, sosyal sorumluluk ve liderlik, girişimcilik ve inovasyon) ve teknolojik pedagojik alan bilgileri (PB, TPB_Çevrimdışı, TPAB) ile ilişkisi olduğu belirlenmiştir.

Keywords

TPAB, matematik eğitimi, 21. yy. becerileri, öğretmen adaylarının eğitimi.

Ethical Statement

Ölçekler kullanılmadan önce ölçekleri geliştiren araştırmacılardan izin alınmıştır. Etik işlemler tamamlanmış ve Düzce Üniversitesi Etik Kurulu'ndan (07.04.2022-155613) etik kurul onay belgesi alınmıştır. Veri toplama çevrimiçi olarak gerçekleştirilmiş ve katılımcılara e-posta yoluyla ulaşılmıştır.

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