This study investigated ELT pre-service teachers’ beliefs and perceptions on 21st century learning and innovation skills with a special emphasis on critical, creative thinking, collaboration and communication skills (4Cs) in particular. Data were collected with a customized questionnaire including closed and open ended questions and semi-structured interviews. Results demonstrated that pre-service teachers mainly perceived 21st century learning as the integration of technology into classrooms teaching. They were also moderately aware of and involved in 4Cs though they had high positive perceptions towards them. The words and phrases they used for the definition of critical, creative thinking, collaboration and communication were associated with the ones used in the educational context although 21st century skills may have divergent or specialized meanings in different context. Pre-service teachers also held negative beliefs about emphasis of 4Cs in the national curriculum and assessment, but positive beliefs about professional development for 4Cs.
Bu çalışma, İngilizce öğretmen adaylarının 21. yüzyıl öğrenme ve yenilikçilik becerileri ile ilgili inanç ve algılarını özellikle eleştirel ve yaratıcı düşünme, işbirliği ve iletişim becerilerine (4Cs) özel bir vurgu yaparak incelemiştir. Veriler, kapalı ve açık uçlu sorular içeren özelleştirilmiş bir anket ve yarı yapılandırılmış görüşmeler ile toplanmıştır. Sonuçlar öğretmen adaylarının 21. yüzyıl öğrenimini çoğunlukla teknolojinin derslere uyarlanması olarak algıladıklarını göstermiştir. Ayrıca, eleştirel ve yaratıcı düşünme, işbirliği yapma ve iletişim becerileri konusunda orta derecede farkındalık ancak bu becerilere karşı oldukça pozitif algı göstermişlerdir. Eleştirel ve yaratıcı düşünme, işbirliği ve iletişimin tanımlanmasında kullandıkları sözcükler ve ifadeler 21. yüzyıl becerilerinin farklı bağlamlarda farklı veya özel anlamlar ile kullanılmalarına rağmen eğitim bağlamında kullanılanlarla ilişkiliydiler. Öğretmen adayları ayrıca, bu becerilerin ulusal müfredat da yerleri ve değerlendirme araçları hakkında olumsuz, ancak bu konuda mesleki gelişim ile ilgili olumlu inançlara sahip oldukları ortaya çıkmıştır.
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