Öğretmen Adaylarının Yaratıcı Özyeterlilik Düzeyleri ile 21. Yüzyıl Becerileri Öğretimi Düzeyleri Arasındaki İlişkinin İncelenmesi

Öz

BBu araştırmanın amacı, öğretmen adaylarının 21. yüzyıl becerilerini öğretme becerileri ile yaratıcı öz-yeterlikleri arasındaki ilişkiyi belirlemektir. İlişkisel tarama modelinde tasarlanan araştırma, doğuda yer alan bir üniversitede öğrenim gören 175 öğretmen adayı ile gerçekleştirilmiştir. Bu araştırmada veri toplama aracı olarak “21. Yüzyıl Becerileri Öğretimi Ölçeği” ve “Yaratıcı Öz Yeterlik Ölçeği” kullanılmıştır. Verilerin analizinde betimsel istatistikler, t-testi, ANOVA, Pearson Korelasyon Analizi ve Doğrusal Regresyon Analizi kullanılmıştır. Araştırma sonucunda öğretmen adaylarının 21. yüzyıl becerilerini öğretme düzeylerinin ve yaratıcı öz yeterliklerinin yüksek olduğu belirlenmiştir. Öğretmen adaylarının 21. yüzyıl becerilerini öğretme düzeylerinde ve yaratıcı özyeterliklerinde bölümlere göre anlamlı bir fark olmadığı, ancak erkek öğretmen adaylarının 21. yüzyıl becerilerini öğretme düzeylerinin daha yüksek olduğu belirlenmiştir. Ayrıca 21. yüzyıl becerilerinin öğretimi ile yaratıcı öz-yeterlik arasında pozitif ve anlamlı bir ilişki olduğu belirlenmiştir.

Anahtar Kelimeler

• 21.yy becerileri öğretimi
• yaratıcı öz yeterlik
• öğretmen adayları

The Examination of the Relationship Between Prospective Teachers' Creative Self-Efficacy and Teaching 21st Century Skills

Abstract

The purpose of this study is to examine the relationship between the teaching of 21st-century skills and the creative self-efficacy of prospective teachers. The research followed a correlational survey design and involved 175 prospective teachers enrolled at a university in the eastern region of Turkey. Data collection was carried out using the "21st Century Skills Teaching Scale" and the "Creative Self-Efficacy Scale." Descriptive statistics, t-tests, ANOVA, Pearson Correlation Analysis, and Linear Regression Analysis were employed to analyze the data. The findings revealed that the prospective teachers exhibited a high level of proficiency in teaching 21st-century skills and had a strong sense of creative self-efficacy. There was no significant difference in the level of teaching 21st-century skills and creative self-efficacy among prospective teachers from different departments. However, male prospective teachers demonstrated a higher level of proficiency in teaching 21st-century skills compared to their female counterparts. Furthermore, a positive and significant relationship was observed between the teaching of 21st-century skills and creative self-efficacy.

Keywords

• 21st century skills
• Creative Self-efficacy
• Prospective teachers

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