Publication: Öğretmen adaylarının 21. yüzyıl becerileri öz yeterlilik algıları, öğretmenliğe hazır olma düzeyleri ve mesleki öz yeterlilik algılarının incelenmesi
Abstract
Öğretmen adaylarının mesleğe yönelik öz yeterliliklerinin ve mesleğe hazır olma düzeylerinin yüksek olması, bulundukları çağa uyum sağlayabilme becerileri; öğrenmeöğretme sürecinin niteliğinin artırılmasında önemli noktalardan biridir. Kendilerini mesleki alanda yeterli gören ve 21. yüzyıl becerilerine sahip öğretmen adayları, mesleklerini daha yüksek bir motivasyon ve hevesle icra edebilirler. Bu araştırmanın amacı, Öğretmen adaylarının 21. yüzyıl becerileri öz yeterlilik algıları, öğretmenliğe hazır olma düzeyleri ve mesleki öz yeterlilik algılarının çeşitli değişkenler açısından incelenmesidir. Bu araştırmada; nicel araştırma yöntemlerinden korelasyonel (ilişkisel) tarama modeli kullanılmıştır. Araştırmanın örneklem seçiminde “tabakalı örnekleme” ve “basit seçkisiz örnekleme” teknikleri kullanılmıştır ve araştırmanın örneklemini 2023-2024 eğitim yılında Marmara Bölgesi’nde bulunan dört devlet üniversitesinde eğitim gören 418 öğretmen adayı oluşturmaktadır. Araştırmada; 21. Yüzyıl becerileri yeterlilik algısını ölçmek amacıyla Anagün, Atalay, Kılıç̧ ve Yaşar (2016) tarafından geliştirilen “21. Yüzyıl Becerileri Yeterlilik Algısı Ölçeği’’, öğretmenlerin öz yeterlilik algılarını ölçmek amacıyla Gibson ve Dembo (1984) tarafından geliştirilen ve Diken (2005) tarafından Türkçe’ye uyarlanan “Öğretmen Yeterlilik Ölçeği”, öğretmenliğe hazır olma düzeyini ölçek amacıyla DarlingHammond ve Silvernail (1998) tarafından geliştirilen ve Türkçe’ye Yıldırım ve Kalman (2017) tarafından uyarlanan “Öğretmenliğe Hazır Olma Ölçeği” ve araştırmacı tarafından hazırlanan “Kişisel Bilgi Formu” kullanılmıştır. Araştırma sonucunda, öğretmen adaylarının 21. yüzyıl becerileri yeterlilik algı düzeyleri sınıf değişkenine göre anlamlı farklılık göstermezken, cinsiyete ve bölüme göre farklılık göstermektedir. Kadın öğretmen adaylarının, erkek öğretmen adaylarına göre; sanat alanında öğrenim gören öğretmen adayları ise fen bilimleri ve sosyal bilimlerde öğrenim gören öğretmen adaylarına göre daha yüksek düzeyde yaşam ve kariyer becerilerine sahip olduğu söylenebilir. Araştırmada ayrıca, öğretmen adaylarının mesleki öz yeterlilik algıları cinsiyetlerine ve okudukları bölüme göre farklılık göstermezken, bulundukları sınıf düzeyine göre farklılık göstermektedir. 1. sınıf öğretmen adaylarının 2. ve 3. sınıf öğrencilerine göre; 4. sınıf öğretmen adaylarının ise 1., 2. ve 3. sınıf öğretmen adaylarına göre Bireysel Faktörler mesleki öz yeterliliklerinin daha yüksek olduğu belirlenmiştir. 1. ve 2. sınıf öğretmen adaylarının 4. sınıf öğretmen adaylarına göre Dış Faktörler mesleki öz yeterliliklerinin daha yüksek olduğu belirlenmiştir. Ayrıca 1. sınıf öğretmen adaylarının ise 2., 3. ve 4. sınıf öğretmen adaylarına göre genel mesleki öz yeterliliklerinin daha yüksek olduğu belirlenmiştir. Öğretmen adaylarının öğretmenliğe hazır olma düzeyleri cinsiyet değişkenine göre farklılık göstermezken, öğrenim gördükleri bölüme ve sınıfa göre farklılık göstermektedir. Sanat alanında öğrenim gören öğretmen adaylarının, fen bilimleri ve sosyal bilimlerde öğrenim gören öğretmen adaylarına göre; 3. ve 4. sınıfta öğrenim gören öğretmen adaylarının 1. sınıfta öğrenim gören öğretmen adaylarına göre öğretmenliğe hazır olma düzeylerinin daha yüksek olduğu belirlenmiştir. 21. Yüzyıl Becerileri Öz Yeterlilik Algıları Ölçeği ile Mesleki Öz yeterlilik Ölçeğinden elde edilen puanlar arasında negatif yönde orta düzeyde anlamlı bir ilişki, 21. Yüzyıl Becerileri Öz Yeterlilik Algıları Ölçeği ileÖğretmenliğe Hazır Olma Ölçeğinden elde edilen puanlar arasında pozitif yönde orta düzeyde anlamlı bir ilişki, Öğretmen Adaylarının Mesleki Öz Yeterlilik Algıları Ölçeği ile Öğretmenliğe Hazır Olma Ölçeğinden elde edilen puanlar arasında negatif yönde düşük düzeyde anlamlı bir ilişki olduğu saptanmıştır. Bu doğrultuda; öğretmen adaylarının 21. yüzyıl becerilerini geliştirmelerine yönelik eğitim programları yeniden gözden geçirilebilir ve bu becerilerin kazandırılmasına daha fazla önem verilebilir. Öğretmen adaylarınınmesleki öz yeterliliklerini artırmaya yönelik mesleki gelişim programları düzenlenebilir ve bu programların etkili bir şekilde uygulanması sağlanabilir
The self-efficacy of prospective teachers towards the profession and their high level of readiness for the profession, their ability to adapt to the age they are in; is one of the important points in increasing the quality of the learning-teaching process. Pre-serviceteachers who see themselves as competent in the professional field and have 21st century skills can perform their profession with higher motivation and enthusiasm. The purpose of this study is to examine pre-service teachers' perceptions of 21st century skills self-efficacy, their level of readiness for teaching and their perceptions of professional self-efficacy in terms of various variables. In this study, correlational research model, one of the quantitative research methods, was used. The population of the study consists of pre-service teachers studying in the Marmara Region in the 2023-2024 academic year. In the sample selection of the research, “stratified sampling” and “simple random sampling” techniques were used. In the study; 21st Century Skills Competence Perception Scale developed by Anagün, Atalay, Kılıç, and Yaşar (2016), Teacher Competence Scale developed by Gibson and Dembo (1984) and adapted into Turkish by Diken (2005) to measure teachers' self-efficacy perceptions, Readiness to Teach Scale developed by Darling-Hammond and Silvernail (1998) and adapted into Turkish by Yıldırım and Kalman (2017) to measure the level of readiness to teach, and Personal Information Form prepared by the researcher to determine the personal information of the participants. As a result of the study, while pre-service teachers' perception levels of 21st century skills competence did not differ significantly according to the grade variable, they differed according to gender and department. It can be said that female pre-service teachers have higher levels of life and career skills than male pre-service teachers, and pre-service teachers studying in the field of arts have higher levels of life and career skills than pre-service teachers studying in science and social sciences. In the study, while pre-service teachers' perceptions of professional self-efficacy did not differ according to their gender and the department they studied, they differed according to their grade level. 1st grade pre-service teachers had higher Individual Factors professional selfefficacy than 2nd and 3rd grade students; 4th grade pre-service teachers had higher Individual Factors professional self-efficacy than 1st, 2nd and 3rd grade pre-service teachers. It was determined that 1st and 2nd grade pre-service teachers had higher External Factors professional self-efficacy than 4th grade pre-service teachers. In addition, it was determined that 1st grade pre-service teachers had higher general professional self-efficacy than 2nd, 3rd and 4th grade pre-service teachers. While pre-service teachers' level of readiness for teaching did not differ according to gender variable, it differed according to the department and grade. It was determined that pre-service teachers studying in the field of arts had higherlevels of readiness for teaching than pre-service teachers studying in science and social sciences, and pre-service teachers studying in the 3rd and 4th grades had higher levels of readiness for teaching than pre-service teachers studying in the 1st grade. 21st Century SkillsSelf-Efficacy Perceptions Scale and the scores obtained from the Professional Self-Efficacy Scale were found to have a negative and moderately significant relationship, 21st Century Skills Self-Efficacy Perceptions Scale and the scores obtained from the Readiness to Teach Scale were found to have a positive and moderately significant relationship, and the scores obtained from the Prospective Teachers' Professional Self-Efficacy Perceptions Scale and the Readiness to Teach Scale were found to have a negative and low-level significant relationship. In this direction; education programs for pre-service teachers to develop 21st century skills can be revised and more importance can be given to gaining these skills. Professional development programs can be organized to increase pre-service teachers' professional self-efficacy and effective implementation of these programs can be ensured
The self-efficacy of prospective teachers towards the profession and their high level of readiness for the profession, their ability to adapt to the age they are in; is one of the important points in increasing the quality of the learning-teaching process. Pre-serviceteachers who see themselves as competent in the professional field and have 21st century skills can perform their profession with higher motivation and enthusiasm. The purpose of this study is to examine pre-service teachers' perceptions of 21st century skills self-efficacy, their level of readiness for teaching and their perceptions of professional self-efficacy in terms of various variables. In this study, correlational research model, one of the quantitative research methods, was used. The population of the study consists of pre-service teachers studying in the Marmara Region in the 2023-2024 academic year. In the sample selection of the research, “stratified sampling” and “simple random sampling” techniques were used. In the study; 21st Century Skills Competence Perception Scale developed by Anagün, Atalay, Kılıç, and Yaşar (2016), Teacher Competence Scale developed by Gibson and Dembo (1984) and adapted into Turkish by Diken (2005) to measure teachers' self-efficacy perceptions, Readiness to Teach Scale developed by Darling-Hammond and Silvernail (1998) and adapted into Turkish by Yıldırım and Kalman (2017) to measure the level of readiness to teach, and Personal Information Form prepared by the researcher to determine the personal information of the participants. As a result of the study, while pre-service teachers' perception levels of 21st century skills competence did not differ significantly according to the grade variable, they differed according to gender and department. It can be said that female pre-service teachers have higher levels of life and career skills than male pre-service teachers, and pre-service teachers studying in the field of arts have higher levels of life and career skills than pre-service teachers studying in science and social sciences. In the study, while pre-service teachers' perceptions of professional self-efficacy did not differ according to their gender and the department they studied, they differed according to their grade level. 1st grade pre-service teachers had higher Individual Factors professional selfefficacy than 2nd and 3rd grade students; 4th grade pre-service teachers had higher Individual Factors professional self-efficacy than 1st, 2nd and 3rd grade pre-service teachers. It was determined that 1st and 2nd grade pre-service teachers had higher External Factors professional self-efficacy than 4th grade pre-service teachers. In addition, it was determined that 1st grade pre-service teachers had higher general professional self-efficacy than 2nd, 3rd and 4th grade pre-service teachers. While pre-service teachers' level of readiness for teaching did not differ according to gender variable, it differed according to the department and grade. It was determined that pre-service teachers studying in the field of arts had higherlevels of readiness for teaching than pre-service teachers studying in science and social sciences, and pre-service teachers studying in the 3rd and 4th grades had higher levels of readiness for teaching than pre-service teachers studying in the 1st grade. 21st Century SkillsSelf-Efficacy Perceptions Scale and the scores obtained from the Professional Self-Efficacy Scale were found to have a negative and moderately significant relationship, 21st Century Skills Self-Efficacy Perceptions Scale and the scores obtained from the Readiness to Teach Scale were found to have a positive and moderately significant relationship, and the scores obtained from the Prospective Teachers' Professional Self-Efficacy Perceptions Scale and the Readiness to Teach Scale were found to have a negative and low-level significant relationship. In this direction; education programs for pre-service teachers to develop 21st century skills can be revised and more importance can be given to gaining these skills. Professional development programs can be organized to increase pre-service teachers' professional self-efficacy and effective implementation of these programs can be ensured