The effect of 21st century learning skills and superbetary awareness levels of teacher candidates on pre-occupational teacher identity (Afyonkarahisar sample)

The aim of this study is to determine the 21. century learning skills and metacognitive awareness levels to determine the impact on pre-vocational teacher identity. The study used a relational screening model from quantitative research methods. The sample of this study consists of 523 teacher candidates who studied at the Faculty of Education of Athos University in the 2020-2021 academic year. As a data collection tool in the research, developed by Orhan Göksun (2016) "21st Century Learner Skills Use Scale", developed by Fırat Durdukoca and Arıbaş (2019) "Metacognitive Awareness Scale" and "Early Teacher Identity Measure" developed by Friesen and Besley (2013) and adapted to Turkish by Arpacı and Bardakçı (2015) were used. Frequency, percentage, arithmetic mean, standard deviation, Pearson moment product correlation and multiple linear regression analysis were performed in the analysis of the collected data. According to the research findings, it was determined that teacher candidates' 21st century learner skills, metacognitive awareness and pre-professional teacher identity levels were high. There are moderate and high levels of positive and significant relationships between pre-service teachers' 21st century learner skills and metacognitive awareness, between 21st century learner skills and pre-vocational teacher identity, and between their metacognitive awareness and pre-vocational teacher identity, both in general scale and in terms of demographic variables. results have been achieved. In addition, as a result of the study, it was found that pre-service teachers' 21st century learner skills and metacognitive awareness significantly predicted their pre-professional teacher identity and had a positive effect on teacher identity.