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

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

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

Kaynakça

1. Abukari, M. A., Bayuo, J., Alagbela, A. A., & Bornaa, C. S. (2022). Pedagogical content knowledge of science tutors and its influence on their trainees. Contemporary Mathematics and Science Education, 3(1), ep22008. https://doi.org/10.30935/conmaths/11830
2. Aditya, D. (2021). Embarking digital learning due to COVID-19: Are teachers ready?. Journal of Technology and Science Education, 11(1), 104-116. https://doi.org/10.3926/jotse.1109
3. Akıncı, M., & Dübüş, M. (2022). Ortaokul matematik öğretmenlerinin ilköğretim matematik öğretmenliği lisans programı hakkındaki görüşleri. Karaelmas Eğitim Bilimleri Dergisi, 10(1), 1-14.
4. Akram, M., Malik, M. I., & Zafar, S. (2024). Effect of pedagogical content knowledge of primary school teachers on their achievement in pedagogy. Pakistan Social Sciences Review, 8(1), 80–90. https://doi.org/10.35484/pssr.2024(8-I)07
5. Aladağ, E., Arıkan, A., & Özenoğlu, H. (2021). Nature education: Outdoor learning of map literacy skills and reflective thinking skill towards problem-solving. Thinking Skills and Creativity, 40, 100815. https://doi.org/10.1016/j.tsc.2021.100815
6. Anagün, Ş. (2018). Teachers’ perceptions about the relationship between 21st century skills and managing constructivist learning environments. International Journal of Instruction, 11(4), 825-840.
7. Arıkan, A. (2023). Kuantum öğrenme modelinin ortaokul öğrencilerinin mekânsal beceri öz yeterliklerine ve mekânsal becerilerine etkisinin incelenmesi. (Doktora tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara).
8. Arıkan, A., & Çetin, T. (2023). Exploring middle school students’ spatial skills self-efficacy. Journal of Innovative Research in Teacher Education, 4(1), 51-76. https://doi.org/10.29329/jirte.2023.531.4

9. Arıkan, A., & Çetin, T. (2024). Psychometric properties of the spatial skills self-efficacy scale: A validity and reliability study. Thinking Skills and Creativity, 52, 101555. https://doi.org/10.1016/j.tsc.2024.101555
10. Arslangiray, A. S. (2019). 21st century skills of CEIT teacher candidates and the prominence of these skills in the CEIT undergraduate curriculum. Educational Policy Analysis and Strategic Research, 14(3), 330-346. https://doi.org/10.29329/epasr.2019.208.15
11. Atıcı, M. (2001). Öğretmen yetkinliği. Kuram ve Uygulamada Eğitim Yönetimi, 26(26), 195-209.
12. Atit, K., Power, J. R., Veurink, N., Uttal, D. H., Sorby, S., Panther, G., ... & Carr, M. (2020). Examining the role of spatial skills and mathematics motivation on middle school mathematics achievement. International Journal of STEM Education, 7, 1-13.
13. Atit, K., & Rocha, K. (2021). Examining the relations between spatial skills, spatial anxiety, and k‐12 teacher practice. Mind, Brain, and Education, 15(1), 139-148. https://doi.org/10.1111/mbe.12274
14. Aydın, G., & Şentürk, Ş. (2021). Özel eğitim bölümü lisans programının birleştirilmesine yönelik özel eğitim öğretmenlerinin görüşlerinin değerlendirilmesi. Turkish Journal of Primary Education, 6(1), 36-50. https://doi.org/10.52797/tujped.829099
15. Aydın, R. (2007). Türkiye'de eğitimle ilgili yapılan bilimsel toplantılarda ve millî eğitim şûralarında ele alınan öğretmen sorunları ile Millî Eğitim Bakanlığı'nın politika ve uygulamalarının değerlendirilmesi (1980- 2004). (Doktora tezi, Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara).
16. Bednarz, R. S., & Bednarz, S. W. (2008). The importance of spatial thinking in an uncertain world. In D. Z. Sui (Ed.), Geospatial technologies and homeland security (pp. 315-330). Springer.
17. Beyazsaçlı, M. (2016). Relationship between problem solving skills and academic achievement. Anthropologist, 25(3), 288-293.
18. Borremans, L. F. N., & Spilt, J. L. (2023). Towards a curriculum targeting teachers’ relationship-building competence: Results of a delphi study. Teaching and Teacher Education, 130, 104155. https://doi.org/10.1016/j.tate.2023.104155
19. Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European digital competence framework for educators (DİGCOMPEDU). European Journal of Education, 54(3), 356–369. https://doi.org/10.1111/ejed.12345
20. Chai, C. S., & Kong, S.-C. (2017). Professional learning for 21st century education. Journal of Computers in Education, 4(1), 1–4. https://doi.org/10.1007/s40692-016-0069-y
21. Ciechanowska, D. (2010). Teacher competence and its importance in academic education for prospective teachers. General and Professional Education, 2010(1), 100-120.
22. Creswell, J. W. (2017). Araştırma deseni nitel, nicel ve karma yöntem yaklaşımları. (Çev: S. B. Demir). Eğiten Kitap.
23. Çelik, S., Örenoğlu Toraman, S., & Çelik, K. (2018). Öğrenci başarısının derse katılım ve öğretmen yakınlığıyla ilişkisi. Kastamonu Eğitim Dergisi, 26(1), 209-217. https://doi.org/10.24106/kefdergi.378129
24. Çelikkaleli, Ö. (2011). Yetişkin eğitimcisi öğretmenlerin tükenmişlik ve mesleki yetkinliklerinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (4), 38-53.
25. Çelikten, M., Şanal, M., & Yeni, Y. (2005). Öğretmenlik mesleği ve özellikleri. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(19), 207-237.
26. Çevik, M., & Şentürk, C. (2019). Multidimensional 21st century skills scale: Validity and reliability study. Cypriot Journal of Educational Sciences, 14(1), 11–28. https://doi.org/10.18844/cjes.v14i1.3506
27. Çırak Kurt, S. (2017). Ortaokul öğretmenlerinin “öğretim programı” kavramına ilişkin metaforik algıları. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 31, 631-641. http://dx.doi.org/10.14582/DUZGEF.654
28. De Smet, C., Schmider, C. (2024). Assessing student perceptions of professionalization measures and coherence after the 2011 French curriculum reform. In G. Doetjes, V. Domovic, M. Mikkilä-Erdmann, & K. Zaki (Eds.), Coherence in European teacher education (pp 97–114). Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-43721-3_6
29. Deng, L., Wu, Y., Chen, L., & Peng, Z. (2024). ‘Pursuing competencies’ or ‘pursuing scores’? high school teachers' perceptions and practices of competency-based education reform in China. Teaching and Teacher Education, 141, 104510. https://doi.org/10.1016/j.tate.2024.104510
30. Dhinsa, W. G., & Duguma, M. W. (2022). Exploring upper primary school novice efl teachers application of pedagogical content knowledge during speaking lessons: The case of east Shawa zone, Ethiopia. LET: Linguistics, Literature and English Teaching Journal, 12(1), 155. https://doi.org/10.18592/let.v12i1.6333
31. Dilekmen, M. (2008). Etkili eğitim için etkili öğretmenlik. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(2), 213-221.
32. Dolunay, S. K. (2023). 2018 Türkçe öğretmenliği lisans programındaki dil bilgisi dersleri üzerine bir inceleme. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 23(1), 1-22. https://doi.org/10.17240/aibuefd.2023..-1097515
33. Dong, C., & Mertala, P. (2021). Preservice teachers’ beliefs about young children’s technology use at home. Teaching and Teacher Education, 102, 103325. https://doi.org/10.1016/j.tate.2021.103325
34. Erten, P. (2020). Öğretmen adaylarının 21. yüzyıl becerileri yeterlilik algıları ve bu becerilerin kazandırılmasına yönelik görüşleri. Milli Eğitim Dergisi, 49(227), 33-64.
35. Gagnier, K., Holochwost, S., & Fisher, K. (2021). Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self‐efficacy. Journal of Research in Science Teaching, 59(1), 95-126. https://doi.org/10.1002/tea.21722
36. Gomez Trigueros, I. (2020). Digital teaching competence and space competence with TPACK in social sciences. International Journal of Emerging Technologies in Learning (iJET), 15(19), 37-52.
37. Gönülaçar, H., & Öztürk, M. (2021). Ortaokulda öğrencilere ve öğretmenlerine göre mekânsal düşünme becerileri. lnternational Journal of Geography and Geography Education, (43), 80-97. https://doi.org/10.32003/igge.799288
38. Guimaraes, B., Firmino-Machado, J., Tsisar, S., Viana, B., Pinto-Sousa, M., Vieira‐Marques, P., & Ferreira, M. A. (2018). The role of anatomy computer‐assisted learning on spatial abilities of medical students. Anatomical Sciences Education, 12(2), 138-153. https://doi.org/10.1002/ase.1795
39. Guljakhon, U., & Shakhodat, P. (2020). Developing teachers' professional competence and critical thinking is a key factor of increasing the quality of education. Mental Enlightenment Scientific-Methodological Journal, 1(01). 66-75.
40. Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2013). Teachers' spatial anxiety relates to 1st‐ and 2nd‐graders' spatial learning. Mind, Brain, and Education, 7(3), 196-199. https://doi.org/10.1111/mbe.12027
41. Gürültü, E., Aslan, M., & Alcı, B. (2020). Ortaöğretim öğretmenlerinin 21. yüzyıl becerileri kullanım yeterlikleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(4), 780-798. https://doi.org/10.16986/HUJE.2019051590
42. Hammer, S. S., & Ufer, S. (2023). Professional competence of mathematics teachers in dealing with tasks in lesson planning. Teaching and Teacher Education, 132, 104246. https://doi.org/10.1016/j.tate.2023.104246
43. Hanifah, U., Mukhoiyaroh, M., & Gumilar, R. (2022). Online learning system for arabic teacher professional education program in the digital era. Jurnal Al Bayan Jurnal Jurusan Pendidikan Bahasa Arab, 14(1), 117-135. https://doi.org/10.24042/albayan.v14i1.11321
44. Haug, B. S., & Mork, S. M. (2021). Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms. Teaching and Teacher Education, 100, 103286. https://doi.org/10.1016/j.tate.2021.103286
45. Hegarty, M. (2014). Spatial thinking in undergraduate science education. Spatial Cognition & Computation, 14(2), 142-167. https://doi.org/10.1080/13875868.2014.889696
46. Ilgar, L. (2014). Özel okul ve devlet okulunda görev yapmış sınıf öğretmenlerinin sınıf yönetimindeki farklılıklara ilişkin görüşleri: Nitel bir çalışma. HAYEF Journal of Education, 11(22), 259-285.
47. Ishikawa, T., & Kastens, K. A. (2005). Why some students have trouble with maps and other spatial representations. Journal of Geoscience Education, 53(2), 184-197. https://doi.org/10.5408/1089-9995-53.2.184
48. Ishumi, A. G. (2013). The teaching profession and teacher education: Trends and challenges in the twenty- first century. Africa Education Review, 10(sup1), S89-S116. https://doi.org/10.1080/18146627.2013.855435
49. Karabacak, N. (2022). 2018 sınıf öğretmenliği lisans programı revizyonunun uygulayıcıların gözünden incelenmesi. Anadolu Journal of Educational Sciences International, 12(2), 574-607. https://doi.org/10.18039/ajesi.936035
50. Karacaoğlu, Ö. C. (2008). Avrupa Birliği uyum sürecinde öğretmen yeterlilikleri. (Doktora tezi, Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara).
51. Karasar, N. (1999). Bilimsel araştırma yöntemi: Kavramlar. İlkeler, teknikler. Nobel Yayınevi.
52. Kaymakçı, S. (2012). Sosyal bilgiler öğretmenliği lisans programlarının içerik değerlendirmesi. Uluslararası Sosyal Bilimler Eğitimi Dergisi, 2(1), 45-61.
53. Kazu, H., & Demiralp, D. (2017). Personal-professsional competencies perception scale for teacher cantidates: Validity and reliabilirty study. Educational Administration: Theory and Practice, 23(3), 425-464. https://doi.org/10.14527/kuey.2017.015
54. Keller Schneider, M., Zhong, H., & Yeung, A. (2020). Competence and challenge in professional development: teacher perceptions at different stages of career. Journal of Education for Teaching, 46, 36-54. https://doi.org/10.1080/02607476.2019.1708626
55. Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99-117. https://doi.org/10.1177/1745499919829214
56. Kozhevnikov, M., Motes, M. A., & Hegarty, M. (2007). Spatial visualization in physics problem solving. Cognitive Science, 31(4), 549-579. https://doi.org/10.1080/15326900701399897
57. König, J., Jäger-Biela, D., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
58. Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805-820. https://doi.org/10.1037/a0032583
59. Liu, S., Keeley, J. W., & Sui, Y. (2020). Multi-level analysis of factors influencing teacher job satisfaction in China: Evidence from the TALIS 2018. Educational Studies, 49(2), 239–259. https://doi.org/10.1080/03055698.2020.1837615
60. Mafa-Theledi, O. N. (2024). Teachers’ pedagogical content knowledge and subject matter content knowledge: is the framework still relevant in teaching of STEM. International Journal of Research and Innovation in Social Science, 8(4), 836-846. https://doi.org/10.47772/ijriss.2024.804061
61. Mantra, I. B. N. (2017). Promoting primary school teachers’ competence through dynamic interactive workshop and partnership. International Journal of Linguistics, Literature and Culture, 3(1), 1-6.
62. Milson, A., & Curtis, M. (2009). Where and why there? Spatial thinking with geographic information systems. Social Education, 73(3), 113-118.
63. Mincu, M. E. (2015). Teacher quality and school improvement: what is the role of research?. Oxford Review of Education, 41(2), 253-269. https://doi.org/10.1080/03054985.2015.1023013
64. Montoya, N. E. (2023). Pedagogical content knowledge in the physical education field. a systematic review of the literature 2011-2022. Retos, 50, 1240-1250. https://doi.org/10.47197/retos.v50.99378
65. Moore Russo, D., Viglietti, J. M., Chiu, M. M., & Bateman, S. M. (2013). Teachers' spatial literacy as visualization, reasoning, and communication. Teaching and Teacher Education, 29, 97-109. https://doi.org/10.1016/j.tate.2012.08.012
66. Mweru, M., & Wambiri, G. (2021). Teacher preparedness and implementation of the competency based curriculum in public pre-primary schools in Nairobi city county, Kenya. International Journal of Current Aspects, 5(3), 32-53. https://doi.org/10.35942/ijcab.v5i3.186
67. Nazarenko, T., Topuzov, O., Chasnikova, O., & Dubrovina, I. (2021). Role of geography teacher in forming the pupils’ cartographic competence. Prace i Studia Geograficzne, 66(2), 43-53. https://doi.org/10.48128/pisg/2021-66.2-03
68. Newcombe, N. S. (2016). Thinking spatially in the science classroom. Current Opinion in Behavioral Sciences, 10, 1-6. https://doi.org/10.1016/j.cobeha.2016.04.010
69. Oral, I., & Erkilic, M. (2022). Investigating the 21st-century skills of undergraduate students: Physics success, attitude, and perception. Journal of Turkish Science Education, 19(1), 284-301.
70. Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü. (2017). Öğretmenlik mesleği genel yeterlilikleri, 17 Kasım 2024 tarihinde https://oygm.meb.gov.tr/dosyalar/StPrg/Ogretmenlik_Meslegi_Genel_Yeterlikleri.pdf, adresinden edinilmiştir.
71. Özmen, Z. K. (2019). 2018 sınıf öğretmenliği lisans programının değerlendirilmesi. Anadolu Journal of Educational Sciences International, 9(2), 521-548. https://doi.org/10.18039/ajesi.577387
72. Pilato, J., Peterson, E. G., & Anderson, A. (2023). Spatial thinking activities in pk-12 classrooms: Predictors of teachers’ activity use and a framework for classifying activity types. Teaching and Teacher Education, 132, 104226. https://doi.org/10.1016/j.tate.2023.104226
73. Podungge, R., Rahayu, M., Setiawan, M., & Sudiro, A. (2020). Teacher competence and student academic achievement. Advances in Economics, Business and Management Research, 144(16), 69–74. https://doi.org/10.2991/aebmr.k.200606.011
74. Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879-891. https://doi.org/10.3758/brm.40.3.879
75. Rohaan, E. J., Taconis, R., & Jochems, W. M. G. (2010). Analysing teacher knowledge for technology education in primary schools. International Journal of Technology and Design Education, 22, 271-280. https://doi.org/10.1007/s10798-010-9147-z
76. Romijn, B. R., Slot, P., & Leseman, P. (2021). Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: a review. Teaching and Teacher Education, 98, 103236. https://doi.org/10.1016/j.tate.2020.103236
77. Saloviita, T., & Pakarinen, E. (2021). Teacher burnout explained: teacher-, student-, and organisation-level variables. Teaching and Teacher Education, 97, 103221. https://doi.org/10.1016/j.tate.2020.103221
78. Santana Monagas, E., Núñez, J. L., Loro-Ferrer, J. F., Huéscar, E., & León, J. (2022). Teachers’ engaging messages: The role of perceived autonomy, competence and relatedness. Teaching and Teacher Education, 109, 103556. https://doi.org/10.1016/j.tate.2021.103556
79. Sarno, E. (2012). From spatial intelligence to spatial competences: The results of applied geoResearch in Italian schools. Review of International Geographical Education Online, 2(2), 165-180.
80. Schulze, U., Gryl, I., & Kanwischer, D. (2015). Spatial Citizenship education and digital geomedia: composing competences for teacher education and training. Journal of Geography in Higher Education, 39(3), 369-385. https://doi.org/10.1080/03098265.2015.1048506
81. Shafie, H., Majid, F., & Ismail, I. (2019). Technological pedagogical content knowledge (TPACK) in teaching 21st century skills in the 21st century classroom. Asian Journal of University Education, 15(3), 24-33, https://doi.org/10.24191/ajue.v15i3.7818
82. Shawky, A., Elbiblawy, E., & Maresch, G. (2021). Spatial ability differences between students with a math learning disability and their other normal colleagues. Journal of Humanities and Applied Social Sciences, 3(3), 182-198. https://doi.org/10.1108/JHASS-01-2020-0016
83. Skaalvik, E., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611- 625. https://doi.org/10.1037/0022-0663.99.3.611
84. Sorby, S. A. (2009). Educational research in developing 3‐D spatial skills for engineering students. International Journal of Science Education, 31(3), 459-480. https://doi.org/10.1080/09500690802595839
85. Sulaiman, J., & Ismail, S. N. (2020). Teacher competence and 21st century skills in transformation schools 2025 (TS25). Universal Journal of Educational Research, 8, 3536-3544. https://doi.org/10.13189/ujer.2020.080829
86. Şahin Kölemen, C., & Erişen, Y. (2017). Mesleki ve teknik ortaöğretim öğrencilerinin problem çözme ve eleştirel düşünme becerileri ile akademik başarıları arasındaki ilişkinin incelenmesi. Türkiye Eğitim Dergisi, 2(1), 42-60.
87. Şanlı, C. (2019). Coğrafya öğretmen adaylarının mekânsal düşünme becerisine ilişkin görüşleri. Anadolu Kültürel Araştırmalar Dergisi, 3(3), 215-233.
88. Şanlı, C., & Bostancıoğlu, A. (2020). The extent to which geography teachers’ undergraduate studies meet their professional needs. International Journal of Education Technology and Scientific Researches, 5(13), 1224-1278.
89. Şanlı, C., & Tosun, A. (2024). Teaching spatial thinking skills through an interdisciplinary approach. In Y. İnel, B. Kılcan, & T. Çetin (Eds.), Contemporary educational tendencies in the 2nd century of the Republic of Türkiye: Research and practices (pp. 337–373). Pegem Akademi.
90. Tan Şişman, G. (2017). Öğretmen yetiştirme lisans programları ders içeriklerinde “eğitim programı” kavramı. İlköğretim Online, 16(3), 1301-1315. https://doi.org/10.17051/ilkonline.2017.330259
91. Tonga, D. (2012). Sosyal bilgiler öğretmenliği lisans programının değerlendirilmesi. Türk Eğitim Bilimleri Dergisi, 10(4), 779-803.
92. Toprakçı, E., & Altunay, E. (2015). Anılarla öğretmenlik. Pegem Akademi.
93. Topuzkanamış, E. (2021). Yeni Türkçe öğretmenliği lisans programının ortaokula uygunluğu. Türkiye Sosyal Araştırmalar Dergisi, 25(2), 563-580.
94. Turğut, M. (2015). Development of the spatial ability self-report scale (SASRS): Reliability and validity studies. Quality & Quantity, 49(5), 1997-2014. https://doi.org/10.1007/s11135-014-0086-8
95. Uttal, D. H., & Cohen, C. A. (2012). Spatial thinking and STEM education. Psychology of Learning and Motivation, 147-181. https://doi.org/10.1016/b978-0-12-394293-7.00004-2
96. Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., & Newcombe, N. S. (2013). The malleability of spatial skills: A meta-analysis of training studies. Psychological Bulletin, 139(2), 352-402. https://doi.org/10.1037/a0028446
97. Uyar, A., & Çiçek, B. (2021). Farklı branşlardaki öğretmenlerin 21. yüzyıl becerileri. IBAD Sosyal Bilimler Dergisi, (9), 1-11. https://doi.org/10.21733/ibad.822410
98. Ünlü, İ., Koçoğlu, E., & Ay, A. (2015). Sosyal bilgiler lisans programındaki uygulamalı derslere yönelik öğretmen adayı görüşlerinin incelenmesi. Mediterranean Journal of Humanities, 371-386. https://doi.org/10.13114/MJH.2015111389
99. Vander Heyden, K. M., Van Atteveldt, N. M., Huizinga, M., & Jolles, J. (2016). Implicit and explicit gender beliefs in spatial ability: Stronger stereotyping in boys than girls. Frontiers in psychology, 7, 1114. https://doi.org/10.3389/fpsyg.2016.01114
100. Voinea, M. (2019). Rethinking Teacher training according to 21st century competences. European Journal of Multidisciplinary Studies, 4(3), 20–26. https://doi.org/10.26417/341umm27o
101. Wahyuningtyas, N., Laila, N., & Andini, F. (2021). Forming spatial thinking skills of social studies students in phenomenon analysis geosphere through the Geographic Information System (GIS). IOP Conference Series: Earth and Environmental Science, 747(1), 012005. https://doi.org/10.1088/1755-1315/747/1/012005
102. Wai, J., Lubinski, D., & Benbow, C. P. (2009). Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. Journal of Educational Psychology, 101(4), 817– 835. https://doi.org/10.1037/a0016127
103. Wamala, R., & Seruwagi, G. (2013). Teacher competence and the academic achievement of sixth grade students in Uganda. Journal of International Education Research (JIER), 9(1), 83-90.
104. Wijaya, H., Sunardi, S., Yudianto, E., Cahyanita, E., & Aini, N. (2021). The development of the spatial visual- oriented geometry test to measure the creative thinking skills of elementary students. Journal of Physics: Conference Series, 1918(4), 042068. https://doi.org/10.1088/1742-6596/1918/4/042068
105. Witte, S. D., Gross, M. R., & Latham, D. L. (2015). Mapping 21 st century skills: Investigating the curriculum preparing teachers and librarians. Education for Information, 31(4), 209-225. https://doi.org/10.3233/EFI- 150957
106. Yao, H., Ma, L., & Duan, S. (2024). Unpacking the effect of teacher empowerment on professionalism: the mediation of trust in colleagues and affective commitment. Teaching and Teacher Education, 141, 104515. https://doi.org/10.1016/j.tate.2024.104515
107. Yellice Yüksel, B., Kaner, S., & Güzeller, C. (2011). Öğretmenlerin mesleki yetkinlik, mesleki sosyal destek ve tükenmişlik ilişkisinin yapısal eşitlik modeli ile incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (21), 1-25.
108. Yeşil, E. (2023). Öğretmen eğitimi programlarının üniversitelere devredilmesi sonrası fen bilgisi lisans programlarının geliştirilmesine ilişkin öğretim elemanlarının görüşleri. (Yüksek lisans tezi, Muğla Sıtkı Koçman Üniversitesi, Eğitim Bilimleri Enstitüsü, Muğla).
109. Yılmaz, E., Yıldırım, Y., & Arıkan, A. (2022). Exploring the effect of video games on gifted children’s spatial orientation and entrepreneurial skills. E-International Journal of Educational Research, 13(5), 238-257. https://doi.org/10.19160/e-ijer.1150405
110. Yi, M., Flores, R., & Wang, J. (2020). Examining the influence of Van Hiele theory-based instructional activities on elementary preservice teachers’ geometry knowledge for teaching 2-D shapes. Teaching and Teacher Education, 91, 103038. https://doi.org/10.1016/j.tate.2020.103038
111. Yiğit, T., & Karatekin, K. (2021). The Effect of orienteering applications on students' spatial thinking skills in social studies: The case of Turkey. Review of International Geographical Education Online, 11(1), 75-99. https://doi.org/10.33403/rigeo.839193
112. Yurt, E., & Sünbül, A. M. (2012). Sanal ortam ve somut nesneler kullanılarak gerçekleştirilen modellemeye dayalı etkinliklerin uzamsal düşünme ve zihinsel çevirme becerilerine etkisi. Educational Sciences: Theory & Practice, 12(3), 1975-1992.
113. Zamora, J. T., & Zamora, J. J. M. (2022). 21st century teaching skills and teaching standards competence level of teacher. International Journal of Learning, Teaching and Educational Research, 21(5), 220-238. https://doi.org/10.26803/ijlter.21.5.12
114. Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China's education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 55. https://doi.org/10.3390/jrfm13030055
115. Zhu, C., Leung, C. O., Lagoudaki, E., Velho, M., Segura-Caballero, N., Jolles, D., & Klapwijk, R. (2023). Fostering spatial ability development in and for authentic STEM learning, Frontiers in Education, 8, 1138607. https://doi.org/10.3389/feduc.2023.1138607