Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2022, Cilt: 9 Sayı: 1, 91 - 101, 31.01.2022

Öz

Kaynakça

  • Ağdacı, G. (2018). The relationship between teachers, educational philosophies tendency and critical thinking skills [Unpublished master thesis]. Bartın University.
  • Ainley, J. & Luntley, M. (2007). Towards an articulation of expert classroom practice. Teaching and Teacher Education, 23(7), 1127-1138.
  • Akdemir, M. (2019). Investigation of entrepreneurial characteristics and critical thinking tendencies of geography teachers [Unpublished master thesis]. Marmara University, İstanbul.
  • Aliakbaria, M. ve Sadeghdaghighib A. (2012). Teachers' perception of the bar-riers to critical thinking. Procedia - Social and Behavioral Sciences, 70, 1-5.
  • Alkın, S. & Gözütok, F. D. (2013). Teacher behaviors supporting critical thinking inventory (EDDODE): Development and implementation. Journal of Educational Science Research, 3(2), 223-254.
  • Alkoç, N. (2020). Relational examination of preschool teacher candidates' 21st century learning skills and critical thinking tendencies [Unpublished master thesis]. Kafkas University.
  • Anagün, Ş. S. Atalay, N. Kılıç, Z.,& Yaşar, S. (2016). The development of a 21st century skills and competences scale directed at teaching candidates: validity and reliability study. Pamukkale University Journal of Education, 40 (40), 160-175.
  • Arslan, T. (2016). The analysis of the relationship between preschool teachers’ self-sufficiency beliefs and critical thinking skills [Unpublished master thesis]. Canakkale Onsekiz Mart University.
  • Aslan, D.C. (2019). The analysis of the relationship between preschool teachers’ self sufficiency beliefs and critical thinking skills [Unpublished master thesis]. Erciyes University, Kayseri.
  • Belet-Boyacı, D.,& Güner-Özer, M. (2019). Öğrenmenin geleceği: 21. yüzyıl becerileri perspektifiyle Türkçe dersi öğretim programları. AJESI-Anadolu Journal of Educational Sciences International, 9(2), 708-738. htpp://doi: 10.18039/ajesi.578170
  • Bingöl, P. (2019). The effect of project based learning on critical thinking and course achievement in social studies teaching [Unpublished master thesis]. Atatürk University, Erzurum.
  • Bunker, D. H. (2012). Teachers’ orientation to teaching and their perceived readiness for 21st century learners [Doctoral dissertation]. The University of Texas at Arlington.
  • Büyüköztürk, Ş. (2018). Veri analizi el kitabı. Pegem Akademi Yayıncılık.
  • Büyüköztürk, Ş., Çakmak, K. E., Akgün, E. Ö., Karadeniz, Ş.,& Demirel, F. (2018). Bilimsel araştırma yöntemleri. Pegem.
  • Caldwell, M. (2012). Inquiry into identity: Teaching critical thinking through a study of race, class, and gender: Students learn important lessons about themselves through the critical exploration of race, class, and gender. Middle School Journal, 43(4), 6-15.
  • Çınar, F.S. (2019). Ortaokul Öğretmenlerinin 21. Yüzyıl Becerilerine İlişkin Algılarının ve Görüşlerinin İncelenmesi. [Unpublished master thesis]. Kafkas Üniversitesi.
  • Doğanay, A., Akbulut-Taş, M.,& Erden, Ş. (2007). Üniversite öğrencilerinin bir güncel tartışmalı konu bağlamında eleştirel düşünme becerilerinin değerlendirilmesi. Kuram ve Uygulamada Eğitim Yönetimi, 52, 511-546.
  • Eğmir, E. & Çengelci, S. (2020). The aim of this study is to examine the extent to which teachers' 21st century teaching skills predict their ability to apply reflective thinking. Journal Of History School (Johs), (45), 1045-1077.
  • Facione, P., A. Giancarlo, C., A.,& Facione, N., C. (1995). The disposition toward critical thinking, Journal of General Education, 44 (1), 1-25.
  • Fraenkel, J. R.,& Wallen, N. E. (2009). The nature of qualitative research. How to design and evaluate research in education (7nd ed.). McGraw-Hill, 420.
  • Friedel, C. R., Irani, T., Rudd, R., Gallo, M., & Eckhardt, E. (2006). Influence of overtly teaching for critical thinking with undergraduates in a college of agriculture (Conference presentation]. In Proceedings from American Association for Agricultural Education Southern Region Conference. http://step. ufl. edu/research.html
  • Gökçe, E. (2000). Developing school-family cooperation in primary education. Pamukkale University Journal of Education, 7(7), 204-209.
  • Gürültü, E., Aslan, M. & Alcı, B. (2020). Secondary schools teachers’ competencies in the use of 21st century skills. Hacettepe University Journal of Education, 35 (4), 780- 798.
  • Güzel, S. (2005). The effect of critial thinking skills based on social studies to fourth grade students at primary education on learning outcomes [Unpublished master thesis]. Mustafa Kemal University, Hatay.
  • Hamarat, E. (2019). 21. yüzyıl becerileri odağında Türkiye'nin eğitim politikaları. Seta Yayıncılık.
  • Hazer, N. (2011). Social sciences teachers’ critical thinking competence levels [Unpublished master thesis]. Fırat University, Elazığ.
  • Holley, D. & Boyle, T (2012). Empowering teachers to author multimedia learning resources that support students critical thinking, European Journal of Open, Distance and E-Learning, 1-8.
  • İncik, E. Y. (2020). The relationship between teachers’ lifelong learning tendencies and 21st century teacher skills. Abant İzzet Baysal University Journal of Education, 20(2), 1099-1112.
  • Kıyasoğlu, E. (2019). Classroom teachers’ 21st century learning and teaching skills [Unpublished master thesis]. Düzce University.
  • Korkmaz, Ç. (2019). The relationship between classroom teachers' life-long learning tendencies, life and 21st century skill levels [Unpublished master thesis]. Afyon Kocatepe University, Afyonkarahisar.
  • Kozi̇koğlu, İ , Özcanlı, N . (2020). Öğretmenlerin 21. yüzyıl öğreten becerileri ile mesleğe adanmışlıkları arasındaki ilişki, Cumhuriyet Uluslararası Eğitim Dergisi, 9(1), 270-290. Retrieved from http://www.dergipark.org.tr/tr/pub/cije/issue/53201/579925
  • Louis, R. C. (2012). A case study exploring technology integration and incorporation of 21st century skills in elementary classrooms [Doctoral dissertation]. Northeastern University.
  • Melvin, L. (2011). How to keep good teachers and principals: practical solutions to today's classroom problems. R&L Education.
  • Miller, R.,& Pedro, J. (2006). Creating respectful classroom environments. Early Childhood Education Journal, 33(5), 293-299.
  • Moore, K. (2010). The three-part harmony of adult learning, critical thinking, and decision-making. Journal of Adult Education, 39(1), 1-10.
  • Orhan, Göksun. D. (2016). The relationship between 21st century learner skills use and 21st century teacher skills use [Unpublished master thesis]. Anadolu University, Eskişehir.
  • Özden, S. (2019). Investigation of the secondary school teachers' tendencies towards lifelong learning and critical thinking [Unpublished master thesis]. İnönü University, Malatya.
  • Palavan, Ö. Gemalmaz, N. ve Kurtoğlu, D. (2015). Sınıf öğretmenlerinin eleştirel düşünme becerisine ve eleştirel düşünme becerisinin geliştirilmesine yönelik görüşleri. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(30), 26-49.
  • Partnership For 21st Century Learning (P21]. (2015) P21 Framework definitions http://www.p21.org/storage/documents/docs/P21_Framework_Definitions New_Logo_2015.pdf
  • Paul, R. & Elder, L. (2005). Critical thinking and art of substaining writing: Part 1. Journal of Developmental Education, 29(1), 40.
  • Peker, B. (2019). An investigation of the levels of prospective social studies teachers in terms of using the 21st century learner skills [Unpublished master thesis]. Omer Halisdemir University, Niğde.
  • Polat, M., ve Kontaş, H. (2018). Sınıf öğretmenlerinin eleştirel düşünme eğilimlerinin incelenmesi. Elektronik Sosyal Bilimler Dergisi, 17(65), 142-159.
  • Recalde, X. D. (2008). Teachers' Educational Technology Practices: Understanding Teachers' Critical Thinking Skills and Teachers' Cognitive Demand Practices in the Classroom [Doctoral dissertation]. Northern Illinois University.
  • Sanders, W. L.,& Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement (Research Progress Report). Knoxville: University of Tennessee Value-Added Research and Assessment Center.
  • Semerci, N. (2010). Sınıf öğretmenlerinin ilköğretim programında yer alan temel becerilerden eleştirel düşünmenin geliştirilmesine yönelik görüşleri. Education Sciences, 5(3), 1070-1091.
  • Silva, E. (2009). Measuring skills for 21st-century learning. Phi Delta Kappa. 90(9), 630-634.
  • Şahinel, S. (2002). Eleştirel düşünme. Pegem.
  • Şengül, C. ve Üstündağ, T. (2009). Fizik öğretmenlerinin eleştirel düşünme eğilimi düzeyleri ve düzenledikleri etkinliklerde eleştirel düşünme-nin yeri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 36, 237-248.
  • Yalçın İncik, E. (2020). Öğretmenlerin yaşam boyu öğrenme eğilimleri ve 21. yüzyıl öğreten becerileri arasındaki ilişkinin incelenmesi. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(2), 1099-1112. (S75)
  • Yıldırım, Ç.A. (2005). Examining the critical thinking skills of Turkish and Turkish language and literature teachers [Unpublished master thesis]. Zonguldak Karaelmas University.
  • Zincirli, Ö. (2014). Preschool teacher candidates' perception of the attitude of parents, the relationship between critical thinking and problem solving skills [Unpublished master thesis]. Fırat University, Elazığ.

The Relationship Between 21st-century Teacher Skills and Critical Thinking Skills of Classroom Teacher

Yıl 2022, Cilt: 9 Sayı: 1, 91 - 101, 31.01.2022

Öz

This study aims to investigate the relationship between 21st- century teacher skills and critical thinking skills in the classroom teachers. The sample of the study consisted of classroom teachers working in a southeastern city in Turkey. A correlational survey model was used in the study. The 21st-century Teacher Skills Use Scale and the Critical Thinking Scale were used for data collection. The results showed that classroom teachers generally agreed with the statements of the 21st-century Teacher Skills Use Scale and the subscales of technopedagogical skills, flexible teaching skills and confirmative skills, while they always agreed with the subscales of administrative skills and confirmative skills. There was no significant difference between participants' use of 21st-century teacher skills in terms of gender and professional experience. Teachers indicated that they agreed with the statements on the Critical Thinking scale and the Assessment, Self-Control, Self-Regulation, and Self-Confidence subscales and fully agreed with the Decision Making subscale. Although there was no significant difference between critical thinking ability and gender, a significant difference was found between teachers' critical thinking ability and their professional experience. In addition, a positive and moderately significant relationship was found between the use of 21st-century teacher competencies and critical thinking skills in all dimensions. The results indicated that the level of 21st-century skills increased as teachers' critical thinking skills increased.21st-century 21st-century 21st-century 21st-century that the levels of 21st-century skills increased as teachers’ critical thinking skill levels increased

Kaynakça

  • Ağdacı, G. (2018). The relationship between teachers, educational philosophies tendency and critical thinking skills [Unpublished master thesis]. Bartın University.
  • Ainley, J. & Luntley, M. (2007). Towards an articulation of expert classroom practice. Teaching and Teacher Education, 23(7), 1127-1138.
  • Akdemir, M. (2019). Investigation of entrepreneurial characteristics and critical thinking tendencies of geography teachers [Unpublished master thesis]. Marmara University, İstanbul.
  • Aliakbaria, M. ve Sadeghdaghighib A. (2012). Teachers' perception of the bar-riers to critical thinking. Procedia - Social and Behavioral Sciences, 70, 1-5.
  • Alkın, S. & Gözütok, F. D. (2013). Teacher behaviors supporting critical thinking inventory (EDDODE): Development and implementation. Journal of Educational Science Research, 3(2), 223-254.
  • Alkoç, N. (2020). Relational examination of preschool teacher candidates' 21st century learning skills and critical thinking tendencies [Unpublished master thesis]. Kafkas University.
  • Anagün, Ş. S. Atalay, N. Kılıç, Z.,& Yaşar, S. (2016). The development of a 21st century skills and competences scale directed at teaching candidates: validity and reliability study. Pamukkale University Journal of Education, 40 (40), 160-175.
  • Arslan, T. (2016). The analysis of the relationship between preschool teachers’ self-sufficiency beliefs and critical thinking skills [Unpublished master thesis]. Canakkale Onsekiz Mart University.
  • Aslan, D.C. (2019). The analysis of the relationship between preschool teachers’ self sufficiency beliefs and critical thinking skills [Unpublished master thesis]. Erciyes University, Kayseri.
  • Belet-Boyacı, D.,& Güner-Özer, M. (2019). Öğrenmenin geleceği: 21. yüzyıl becerileri perspektifiyle Türkçe dersi öğretim programları. AJESI-Anadolu Journal of Educational Sciences International, 9(2), 708-738. htpp://doi: 10.18039/ajesi.578170
  • Bingöl, P. (2019). The effect of project based learning on critical thinking and course achievement in social studies teaching [Unpublished master thesis]. Atatürk University, Erzurum.
  • Bunker, D. H. (2012). Teachers’ orientation to teaching and their perceived readiness for 21st century learners [Doctoral dissertation]. The University of Texas at Arlington.
  • Büyüköztürk, Ş. (2018). Veri analizi el kitabı. Pegem Akademi Yayıncılık.
  • Büyüköztürk, Ş., Çakmak, K. E., Akgün, E. Ö., Karadeniz, Ş.,& Demirel, F. (2018). Bilimsel araştırma yöntemleri. Pegem.
  • Caldwell, M. (2012). Inquiry into identity: Teaching critical thinking through a study of race, class, and gender: Students learn important lessons about themselves through the critical exploration of race, class, and gender. Middle School Journal, 43(4), 6-15.
  • Çınar, F.S. (2019). Ortaokul Öğretmenlerinin 21. Yüzyıl Becerilerine İlişkin Algılarının ve Görüşlerinin İncelenmesi. [Unpublished master thesis]. Kafkas Üniversitesi.
  • Doğanay, A., Akbulut-Taş, M.,& Erden, Ş. (2007). Üniversite öğrencilerinin bir güncel tartışmalı konu bağlamında eleştirel düşünme becerilerinin değerlendirilmesi. Kuram ve Uygulamada Eğitim Yönetimi, 52, 511-546.
  • Eğmir, E. & Çengelci, S. (2020). The aim of this study is to examine the extent to which teachers' 21st century teaching skills predict their ability to apply reflective thinking. Journal Of History School (Johs), (45), 1045-1077.
  • Facione, P., A. Giancarlo, C., A.,& Facione, N., C. (1995). The disposition toward critical thinking, Journal of General Education, 44 (1), 1-25.
  • Fraenkel, J. R.,& Wallen, N. E. (2009). The nature of qualitative research. How to design and evaluate research in education (7nd ed.). McGraw-Hill, 420.
  • Friedel, C. R., Irani, T., Rudd, R., Gallo, M., & Eckhardt, E. (2006). Influence of overtly teaching for critical thinking with undergraduates in a college of agriculture (Conference presentation]. In Proceedings from American Association for Agricultural Education Southern Region Conference. http://step. ufl. edu/research.html
  • Gökçe, E. (2000). Developing school-family cooperation in primary education. Pamukkale University Journal of Education, 7(7), 204-209.
  • Gürültü, E., Aslan, M. & Alcı, B. (2020). Secondary schools teachers’ competencies in the use of 21st century skills. Hacettepe University Journal of Education, 35 (4), 780- 798.
  • Güzel, S. (2005). The effect of critial thinking skills based on social studies to fourth grade students at primary education on learning outcomes [Unpublished master thesis]. Mustafa Kemal University, Hatay.
  • Hamarat, E. (2019). 21. yüzyıl becerileri odağında Türkiye'nin eğitim politikaları. Seta Yayıncılık.
  • Hazer, N. (2011). Social sciences teachers’ critical thinking competence levels [Unpublished master thesis]. Fırat University, Elazığ.
  • Holley, D. & Boyle, T (2012). Empowering teachers to author multimedia learning resources that support students critical thinking, European Journal of Open, Distance and E-Learning, 1-8.
  • İncik, E. Y. (2020). The relationship between teachers’ lifelong learning tendencies and 21st century teacher skills. Abant İzzet Baysal University Journal of Education, 20(2), 1099-1112.
  • Kıyasoğlu, E. (2019). Classroom teachers’ 21st century learning and teaching skills [Unpublished master thesis]. Düzce University.
  • Korkmaz, Ç. (2019). The relationship between classroom teachers' life-long learning tendencies, life and 21st century skill levels [Unpublished master thesis]. Afyon Kocatepe University, Afyonkarahisar.
  • Kozi̇koğlu, İ , Özcanlı, N . (2020). Öğretmenlerin 21. yüzyıl öğreten becerileri ile mesleğe adanmışlıkları arasındaki ilişki, Cumhuriyet Uluslararası Eğitim Dergisi, 9(1), 270-290. Retrieved from http://www.dergipark.org.tr/tr/pub/cije/issue/53201/579925
  • Louis, R. C. (2012). A case study exploring technology integration and incorporation of 21st century skills in elementary classrooms [Doctoral dissertation]. Northeastern University.
  • Melvin, L. (2011). How to keep good teachers and principals: practical solutions to today's classroom problems. R&L Education.
  • Miller, R.,& Pedro, J. (2006). Creating respectful classroom environments. Early Childhood Education Journal, 33(5), 293-299.
  • Moore, K. (2010). The three-part harmony of adult learning, critical thinking, and decision-making. Journal of Adult Education, 39(1), 1-10.
  • Orhan, Göksun. D. (2016). The relationship between 21st century learner skills use and 21st century teacher skills use [Unpublished master thesis]. Anadolu University, Eskişehir.
  • Özden, S. (2019). Investigation of the secondary school teachers' tendencies towards lifelong learning and critical thinking [Unpublished master thesis]. İnönü University, Malatya.
  • Palavan, Ö. Gemalmaz, N. ve Kurtoğlu, D. (2015). Sınıf öğretmenlerinin eleştirel düşünme becerisine ve eleştirel düşünme becerisinin geliştirilmesine yönelik görüşleri. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(30), 26-49.
  • Partnership For 21st Century Learning (P21]. (2015) P21 Framework definitions http://www.p21.org/storage/documents/docs/P21_Framework_Definitions New_Logo_2015.pdf
  • Paul, R. & Elder, L. (2005). Critical thinking and art of substaining writing: Part 1. Journal of Developmental Education, 29(1), 40.
  • Peker, B. (2019). An investigation of the levels of prospective social studies teachers in terms of using the 21st century learner skills [Unpublished master thesis]. Omer Halisdemir University, Niğde.
  • Polat, M., ve Kontaş, H. (2018). Sınıf öğretmenlerinin eleştirel düşünme eğilimlerinin incelenmesi. Elektronik Sosyal Bilimler Dergisi, 17(65), 142-159.
  • Recalde, X. D. (2008). Teachers' Educational Technology Practices: Understanding Teachers' Critical Thinking Skills and Teachers' Cognitive Demand Practices in the Classroom [Doctoral dissertation]. Northern Illinois University.
  • Sanders, W. L.,& Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement (Research Progress Report). Knoxville: University of Tennessee Value-Added Research and Assessment Center.
  • Semerci, N. (2010). Sınıf öğretmenlerinin ilköğretim programında yer alan temel becerilerden eleştirel düşünmenin geliştirilmesine yönelik görüşleri. Education Sciences, 5(3), 1070-1091.
  • Silva, E. (2009). Measuring skills for 21st-century learning. Phi Delta Kappa. 90(9), 630-634.
  • Şahinel, S. (2002). Eleştirel düşünme. Pegem.
  • Şengül, C. ve Üstündağ, T. (2009). Fizik öğretmenlerinin eleştirel düşünme eğilimi düzeyleri ve düzenledikleri etkinliklerde eleştirel düşünme-nin yeri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 36, 237-248.
  • Yalçın İncik, E. (2020). Öğretmenlerin yaşam boyu öğrenme eğilimleri ve 21. yüzyıl öğreten becerileri arasındaki ilişkinin incelenmesi. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(2), 1099-1112. (S75)
  • Yıldırım, Ç.A. (2005). Examining the critical thinking skills of Turkish and Turkish language and literature teachers [Unpublished master thesis]. Zonguldak Karaelmas University.
  • Zincirli, Ö. (2014). Preschool teacher candidates' perception of the attitude of parents, the relationship between critical thinking and problem solving skills [Unpublished master thesis]. Fırat University, Elazığ.
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Article
Yazarlar

Ayşenur Kuloğlu 0000-0003-0217-8497

Vahdet Karabekmez Bu kişi benim 0000-0001-5818-8729

Yayımlanma Tarihi 31 Ocak 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 1

Kaynak Göster

APA Kuloğlu, A., & Karabekmez, V. (2022). The Relationship Between 21st-century Teacher Skills and Critical Thinking Skills of Classroom Teacher. International Journal of Psychology and Educational Studies, 9(1), 91-101.