Investigation of secondary school teachers' 21st century teacher skills (An example of Bursa province)

The 21st century has its own important characteristics. Foremost among them, it is the information age and globalization, digitalization and demographic transformations cause a great change and transformation in this century. These features have affected the skills that students should have. The 21st century generation needs to acquire 21st century skills, including critical skills such as creativity, critical thinking, flexibility, media and ICT literacy, to prepare themselves for an uncertain future, adapt to extraordinary changes, direct the change, and even make change happen. Changes in the learner skills have had profound effects on the competencies that teachers must acquire as well. Today's teachers, on the other hand, need to be equipped with 21st century teacher skills to help students acquire these new skills. Teaching interdisciplinary, associating what is taught with daily life, using information and communication technologies effectively, developing high-level cognitive skills and providing analytical thinking, managing and realizing change, being digitally literate; providing fast, critical and effective feedback, creating problem-based learning situations, guiding learning, using constructivist techniques, etc. skills are included in 21. century teacher skills.The aim of the study is to determine to what extent secondary school teachers working in Bursa use 21st century teacher skills and the variables that differentiate the usage of them. Scanning models were used in the research. In the study, the 21st Century teacher skills questionnaire developed by Orhan Göksun (2016) was applied to 383 teachers. The teachers rated all of the skills in the questionnaire above average. This shows that they evaluate themselves as competent in 21st century teacher skills. It was determined that among the sub-dimensions of 21st century teacher skills, affirmative skills were used the most and flexible teaching skills were the least. The variables of gender, age, branch, seniority, school type and last education status were also examined in the study. It has been determined that the variable of age has a significant difference in favor of young teachers only in productive skills subdimension, the variable of seniority has a significant difference in favor of teachers with 16 years and more professional experience only in managerial skills subdimension, the branch variable has a significant difference in favor of teachers in the fine arts branch in managerial skills and flexible learning skills subdimensions, and the school type variable has a significant difference in favor of teachers working in the private sector in managerial skills, technopedagogical skills and affirmative skills subdimensions. The variables of gender and school type don't differentiate the usage of 21st century teacher skilss. In addition, it has been determined that all sub-dimensions of 21st century teacher skills have a low or moderate level of significant and positive relationship between each other.