Analysis of the relationship between high school teachers’ 21st century teaching and learning skills
Authors
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Emine ZaloğluMinistry of National Education, Ordu, Turkey
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Sanem TabakDepartment of Curriculum and Instruction, Ordu University, Ordu, Turkey
DOI:
10.58583/EM.3.2.12Keywords:
21st century skills, 21st century teaching skills, 21st century learning skills, High school teachersAbstract
In this study, it was aimed to examine the relationship between 21st century teaching and learning skills of high secondary school teachers. In line with this main purpose, firstly, the levels of high education teachers' use of 21st century teacher and learner skills were determined; then it was examined whether the levels of use of these skills differed according to the gender, years of professional seniority and the type of school they worked in. The research was designed according to correlational research design. The participants of the study consisted of a total of 282 high education teachers working in high schools affiliated to the MoNE within the borders of Altınordu district of Ordu province in the 2023-2024 academic year. In the data analysis process, total scores, mean, and standard deviation values were calculated to determine the levels at which high school teachers use 21st-century teaching and learning skills. To identify whether the levels of 21st-century teaching and learning skills vary by gender, years of experience, and type of school where teachers work, independent sample t-tests and one-way ANOVA tests were conducted. According to the results of the study, it was determined that high school teachers used affirmative skills with the highest score, then technopedagogical skills, administrative skills, generative skills and flexible teaching skills with the lowest score among 21st century teaching skills. Among the 21st century learning skills of high school teachers, it was determined that they used cognitive skills with the highest score, then innovativeness skills, collaboration and flexibility skills and autonomous skills with the lowest score. Within the scope of the other sub-problem of the research, there was no significant difference between the gender and professional seniority variables of the teachers and the level of use of 21st century teaching and learning skills of high school teachers. According to the school type, there was a significant difference between the levels of high education teachers' use of 21st century teaching and learning skills. According to the results obtained within the scope of the problem based on the research, it was concluded that there is a significant positive relationship between the levels of use of 21st century teaching skills and 21st century learning skills of high education teachers.
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