The Predictive Power of Teachers’ 21st Century Teaching Skills on Applying Reflective Thinking Skills
ÖĞRETMENLERİN 21. YÜZYIL ÖĞRETİM BECERİLERİNİN YANSITICI DÜŞÜNMEYİ UYGULAMA BECERİLERİNİ YORDAMA GÜCÜ

Author : Eray EĞMİR - Sümeyye ÇENGELCİ
Number of pages : 1045-1077

Summary

The aim of this study is to examine the extent to which teachers' 21st century teaching skills predict their ability to apply reflective thinking. The sample of the study consisted of 308 teachers working in pre-school, primary, secondary and high school levels in Afyonkarahisar city center in 2018-2018 academic year. According to the results, 21st century teaching skills and applying reflective thinking skills were found to be high. The study also found that there is a significant and highly positive relationship between 21st century teaching skills and applying reflective thinking skills. While 21st century teaching skills and applying reflective thinking skills of teachers do not differ significantly according to gender variable, they differ significantly according to branch, seniority and level variables. It is seen that the regression model for teachers' 21st century teaching skills predicting the application of reflective thinking is meaningful. These five sub-dimensions of 21st century teaching skills, together, explain 66% of the change in teachers' ability to apply reflective thinking. It is seen that management skill is the most important variable predicting teachers' ability to apply reflective thinking.

Keywords

21st century skills, 21st century teaching skill, reflective thinking.

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