Equipped or not? Investigating pre-service teachers’ 21st century skills

Abstract

ABSTRACTThis study investigates pre-service teachers’twenty-first-century skillsusing a quantitative survey design. Four hundred and two senior pre-service teachers studying at a state university in Turkey participated in thestudy. Their twenty-first-century skills were explored through differentvariables such as the pre-service teacher education programme, gender,cumulative grade point, and foreign language level. The major resultsindicated that pre-service teachers’scores on twenty-first-century skillswere high and that only foreign language level had a significant effect, tothe benefit of pre-service teachers with advanced level of foreign lan-guage proficiency. Implications for teacher education are presented.