Özet:

The aim of this study was to examine the relationship between teachers’ 21st century teaching skills and their readiness for authentic teaching. Correlational research model, one of the relational research types, was used in the research. The sample of the study consisted of 440 teachers. As data collection tools, “ The Scale of the 21st Century Teachers’ Skills” and “The Authentic Learning Readiness Scale” were employed. Independent sample t-test, ANOVA, Pearson correlation and simple linear regression analysis were performed to analyze the data. As a result of the study, it was found that the 21st century teaching skills of the teachers were high, and their readiness for authentic teaching was at a very high level. It was also determined that the 21st century teaching skills of the teachers did not differ significantly by gender. It was concluded that the teachers who were satisfied with the working environment had higher 21st century teaching skills than the teachers who were dissatisfied with it, the teachers who had received in-service training than the teachers who had not received, the teachers working at primary schools than the teachers at secondary and high schools. Furthermore, it was concluded that readiness for authentic teaching was higher for the female teachers than the male teachers and for the teachers working at primary schools than teachers working at secondary schools. It was revealed that the readiness of the teachers for authentic teaching did not differ significantly in terms of their satisfaction with the working environment and of receiving in-service training. Additionally, a moderately positive and significant relationship was found between the teachers’ 21st century teaching skills and their readiness for authentic teaching. Finally, it was understood that the 21st century teacher skills explained 46.9% of the variance in readiness for authentic learning.

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