Abstract:

It has been studied what the level of the qualification perceptions of the teaching candidates towards the skills of the 21st century and what can be done to acquire these skills. It is also determined how the perceptions of qualification of teachers candidates have changed according to gender, the study department and the state of mastery in information-communication technologies. This study was conducted with students who received pedagogical formation training at the University of Bingöl in the 2017-2018 educational year. It has been determined that teachers candidates have sufficient levels of 21st century skills and subdimensions. There was no significant difference between gender and division variables and the skills of the 21st century. Similarly, there was no meaningful difference between the variable of mastery in information and communication technologies and the subdimensional "life and career skills". Furthermore, with the variation of mastery in information and communication technologies, the 21st century skills, "learning and renewal" and "information, media and technology" skills have found significant differences in the lower dimensions. The majority of the views of teaching candidates on the acquisition of the 21st century skills have been gathered around events aimed at the acquisition of "information, media and technology skills". The intensity of other opinions consists of events gathered under the titles "21st century support systems", "life and career skills", "learning and renewal skills" and "found topics and topics". The competence in information and communication technologies is effective in having a sufficient level of 21st century skills. In order to develop the skills that individuals need to have, educational programs should be supported and strengthened.

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