The relationship between 21st-century skills competencies and perceptions of bei̇ng a good teacher among physical education and sports teacher candidates: A mixed methods study

This study aims to examine the relationship between physical education and sports teacher candidates' 21st century skills competencies and their perception of being a good teacher. In the study, which has a mixed method design, quantitative and qualitative data collection techniques were used together. Quantitative data were obtained with the "Good Teacher Scale" and "21st Century Skills Self-Efficacy Perception Scale", while qualitative data were collected through a semi-structured interview form. The sample of the study consists of 223 physical education and sports teacher candidates studying in sports science faculties of state and foundation universities in Istanbul. As a result of the research, it was determined that both the teacher candidates' 21st century skills competency perceptions and their perceptions of being a good teacher were at a high level. Significant differences were observed in some sub-dimensions in terms of demographic variables; it was seen that variables such as gender, type of university, grade level and purpose of using technology in particular were effective on the perceptions of the participants. According to the quantitative findings, a positive and significant relationship was determined between 21st century skills competency and good teacher perception. Qualitative findings revealed that teacher candidates define individuals who can meet the requirements of the age and have skills such as technological literacy, communication and collaboration as "good teachers". In addition, qualitative data, consistent with quantitative findings, show that 21st century skills support the perception of being a good teacher. In this context, the research emphasizes the necessity of systematically imparting 21st century skills in teacher training programs; it has revealed that equipping teacher candidates in accordance with the contemporary education approach is an important element in terms of the development of their professional competence.