The relationship between 21st century learner skills use and 21st century teacher skills use

The main purpose of this study is to test the hypothesis as teachers teach on a parallel way of their learning styles within the scope of 21st century learner skills and 21st century teacher skills. Along with this main purpose, the levels of pre-service teachers' 21st century learner skills use and 21st century teacher skills use levels were revealed. Moreover, both skills use were compared among independent variables which were gender, university and department. Relationships among 21st century learner skills use factors and 21st century teacher skills use were revealed via a model. The participants of study were presented two stages. First of these was the participants of developing process of 21st century learner skills use scale and 21st century teacher skills use scale. The second is the participants of data gathering from Turkey sample process. The first stages' participants were 1.159 student teachers who were at Anadolu and Eskişehir Osmangazi Universities' educational faculties during 2014-2015 academic year, spring semester and six teachers who were working at schools affiliated to Ministry of National Education. 2.506 preservice teachers, who were at 11 different Turkey state universities during 2014-2015 academic year, spring semester, participated to data gathering from Turkey sample. To create research findings, two different scale were developed regarding research purposes. First of these, is 21st century learner skills use scale, was prepared based on OECD, AASL (2007), Wagner (2008), and Trilling & Fadel (2009). The second one, is 21st century teacher skills use scale, was prepared based on general teacher competencies of Ministry of National Education, ISTE for teachers, Lemov (2010), and Melvin (2011). Within these sources' frameworks, 21st century learner and 21st century teacher skills use scales were developed by conducted validity and reliability analysis. First stage of data analysis, to develop data gathering tools, content analysis within framework of qualitative approaches; exploratory factor analysis, confirmatory factor analysis, calculating coefficient of internal consistence and Pearson's correlation coefficient were applied. The data, gathered from Turkey sample, were analyzed by applying total score, MANOVA and structural equation modeling. According to research findings, preservice teachers use 21st century learner skills and its four sub dimensions (cognitive, autonomous, collaboration and flexibility, and innovativeness skills), and 21st century teacher skills and its five sub dimensions (administrative, technopedagogical, affirmative, flexible teaching, and generative skills) above midlevel. In addition to these, preservice teachers' use of 21st century learner skills and 21st century teacher skills differ regarding university, department, and university*department. When the independent variables are being considered separately, these are found that 21st century learner skills use significantly differs regarding university, department, and university*department; and 21st century teacher skills use significantly differs regarding university, gender, and university*department. It was found that all the sun dimensions of 21st century learner skills use predict 21st century teacher skills use by applying structural equation modeling, which was applied for the main purpose of study. In other words, significant paths can be defined from dimensions of cognitive, autonomous, collaboration and flexibility, and innovativeness skills use to 21st century teacher skills use. In addition to these, it was found that preservice teachers' autonomous skills, collaboration and flexibility skills use, which are two sub dimensions of 21st century skills use, predict cognitive skills use, which is another sub dimension of 21st century learner skills use. Keywords: 21st century learner skills, 21st century teacher skills, preservice teachers, MANOVA, SEM