International Journal of Contemporary Educational Research

Öz

This study aims to reveal the situation of pre-service teachers in terms of having 21st century skills and their opinions on faculties of education in terms of enabling them to acquire these skills. In the study, which was designed as an explanatory mixed method, 621 pre-service teachers and 26 pre-service teachers were included in the quantitative and qualitative dimensions, respectively. To collect the data, the “Multidimensional 21st Century Skills Scale” and the “Semi-Structured Interview Form” were used. In the analysis of quantitative data, descriptive statistics, an independent sample T-test, an ANOVA test, and the Scheffe test were used. In the analysis of qualitative data, content analysis was used. In the quantitative aspect of the study, it was concluded that the 21st century skills of the pre-service teachers were at a high level. In the qualitative dimension of the study, it was obtained that pre-service teachers had learning and innovation skills, knowledge, media and technology skills, life and career skills; they thought that teachers, parents, academicians, the individual himself or herself, and bureaucrats were responsible for enabling them to acquire 21st century skills; there were strengths of faculties of education in enabling them to acquire 21st century skills.