An analysis of primary school teachers' perceptions of their use of 21st-century teaching skills and their technopedagogical content knowledge competencies

The purpose of this study is to examine primary school teachers' perceptions of their use of 21st-century teaching skills and their Technological Pedagogical Content Knowledge (TPACK) competencies in relation to various demographic variables. The research specifically explores whether these perceptions differ significantly based on factors such as gender, professional seniority, and the type of institution from which the teachers graduated. Additionally, the study investigates the relationship between 21st-century teaching skills and TPACK competencies. Employing a relational survey model, data were collected from primary school teachers working in Istanbul through validated measurement tools. The findings reveal that teachers generally hold positive perceptions of both their 21st-century teaching skills and their TPACK competencies. Nevertheless, statistically significant differences were observed across certain demographic variables. The results offer valuable insights for educational stakeholders, particularly in terms of supporting teachers' professional development, designing effective in-service training programs, and informing educational policy. Furthermore, the findings emphasize the necessity of restructuring teacher education curricula in alignment with the evolving demands of contemporary education. Keywords: 21st-century skills, technological pedagogical content knowledge, classroom teacher, teacher competencies, educational Technologies.