The teacher candidates's 21. decentury skills investigation of the relationship between self-efficacy perceptions and the level of ability to teach these skills

Raising individuals in line with the needs of our age, where technology is the basis of the economic struggle between countries, is among the main goals of developed countries. In order to raise individuals with 21st century skills, countries are working to raise generations that meet the needs of the age by updating their education curricula. In terms of branches, science and classroom teaching departments appeal to more than one discipline and stand out as areas where students can learn 21st century skills in the easiest way. The purpose of this research is to determine the relationship between the 21st century skills self-efficacy perceptions of prospective teachers studying in science and classroom teaching departments and their ability to teach these skills. Within the scope of this general purpose, prospective teachers' 21st century skills self-efficacy perceptions and their ability to teach these skills were examined in terms of various demographic variables. In the research using the relational scanning model, the data were collected from the "Personal Information Form", "21st century". Skills Self-Efficacy Perception Scale" and "21. It was collected from teacher candidates using the "21st Century Skills Teaching Scale". SPSS 23 package program was used to analyze the data. In the 21st century skills self-efficacy perception scale, parametric tests were applied for variables that showed normal distribution, and non-parametric tests were applied for data that did not show normal distribution. Accordingly, independent t-test was applied for unrelated samples to the data showing normal distribution according to gender, department and current GPA variable. For the grade level variable, the normally distributed data were tested by One-Way Analysis of Variance (ANOVA), and for the non-normally distributed high school variable, the Kruskal-Walls test was applied to test the significant difference between them. Since the scores obtained from the 21st Century Skills Teaching Scale show a normal distribution, they are expressed as mean and standard deviation. According to the analysis results, it was determined that there was a moderate positive relationship between teacher candidates' 21st century skills self-efficacy perceptions and 21st century skills teaching. It was determined that various demographic variables created significant differences in the general and sub-factors of the scales.