Examination of Self-Efficacy Perceptions of High School Mathematics Teachers Towards 21st Century Skills Based on Different Variables

Akile Demirel; Mehmet Taşpınar

Makale detayları

Examination of Self-Efficacy Perceptions of High School Mathematics Teachers Towards 21st Century Skills Based on Different Variables

Yazarlar:

Akile Demirel | Mehmet Taşpınar

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitimde Program Geliştirme

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 2, pp.1116-1146

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325011

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 This study examines the perceptions of high school mathematics teachers regarding their self-efficacy in 21st century skills and how these perceptions vary across different factors. The target population of the study consisted of mathematics teachers employed in public high schools in the Çankaya district of Ankara province. This study employed a mixed-methods approach, using both qualitative and quantitative data. The qualitative data analysis showed that teachers demonstrated proficiency in learning and renewal skills, moderate proficiency in life and career skills, and information, technology, and media skills. On the other hand, the quantitative data indicated that teachers generally held a high perception of their self-efficacy regarding 21st century skills. Upon considering both qualitative and quantitative findings, it became evident that while similarities existed in learning and renewal skills, differences were noticeable in life and career skills, as well as information, media, and technology skills. Based on these results, we recommend analyzing teachers needs in both the school environment and social settings to enhance their acquisition of 21st century skills. Furthermore, further research could explore how teachers proficiency in these skills impacts their students ability to acquire them.

 This study examines the perceptions of high school mathematics teachers regarding their self-efficacy in 21st century skills and how these perceptions vary across different factors. The target population of the study consisted of mathematics teachers employed in public high schools in the Çankaya district of Ankara province. This study employed a mixed-methods approach, using both qualitative and quantitative data. The qualitative data analysis showed that teachers demonstrated proficiency in learning and renewal skills, moderate proficiency in life and career skills, and information, technology, and media skills. On the other hand, the quantitative data indicated that teachers generally held a high perception of their self-efficacy regarding 21st century skills. Upon considering both qualitative and quantitative findings, it became evident that while similarities existed in learning and renewal skills, differences were noticeable in life and career skills, as well as information, media, and technology skills. Based on these results, we recommend analyzing teachers needs in both the school environment and social settings to enhance their acquisition of 21st century skills. Furthermore, further research could explore how teachers proficiency in these skills impacts their students ability to acquire them.

 This study examines the perceptions of high school mathematics teachers regarding their self-efficacy in 21st century skills and how these perceptions vary across different factors. The target population of the study consisted of mathematics teachers employed in public high schools in the Çankaya district of Ankara province. This study employed a mixed-methods approach, using both qualitative and quantitative data. The qualitative data analysis showed that teachers demonstrated proficiency in learning and renewal skills, moderate proficiency in life and career skills, and information, technology, and media skills. On the other hand, the quantitative data indicated that teachers generally held a high perception of their self-efficacy regarding 21st century skills. Upon considering both qualitative and quantitative findings, it became evident that while similarities existed in learning and renewal skills, differences were noticeable in life and career skills, as well as information, media, and technology skills. Based on these results, we recommend analyzing teachers needs in both the school environment and social settings to enhance their acquisition of 21st century skills. Furthermore, further research could explore how teachers proficiency in these skills impacts their students ability to acquire them.

 Bu çalışmanın amacı; lise matematik öğretmenlerinin 21. yüzyıl becerileri öz yeterlilik algılarını çeşitli değişkenler açısından incelemektir. Araştırmanın çalışma evrenini Ankara ili Çankaya ilçesinde yer alan resmî devlet liselerinde görev yapan matematik öğretmenleri oluşturmaktadır. Araştırmada karma yöntem modeli kullanılarak nitel ve nicel veriler toplanmıştır. Araştırmanın nitel verilerinden öğretmenlerin öğrenme ve inovasyon becerilerinde kendilerini yeterli gördükleri, yaşam ve kariyer becerileri ile bilgi, teknoloji ve medya becerilerinde orta düzeyde yeterli gördükleri; nicel verilerinden elde edilen sonuçlara göre ise öğretmenlerin 21. yüzyıl becerilerine yönelik öz yeterlik algı düzeylerinin yüksek olduğu sonucuna ulaşılmıştır. Araştırmanın nitel ve nicel bulguları birlikte değerlendirildiğinde öğrenme ve inovasyon becerilerinde sonuçların benzerlik gösterdiği, yaşam ve kariyer becerileri ile bilgi, medya ve teknoloji becerilerinde bazı farklılıkların olduğu fakat kısmen benzerlik gösterdiği söylenebilir. Ulaşılan sonuçlar neticesinde öğretmenlerin 21. yüzyıl becerilerini kazanmak için okul ortamı ve sosyal hayatta ne tür ihtiyaçlarının olduğuna yönelik bir analiz yapılarak çalışmalara bu doğrultuda yön verilebileceği, öğretmenlerin 21. yüzyıl becerilerine sahip olma düzeylerinin öğrencilerin bu becerileri kazanmaları üzerindeki etkilerinin araştırılabileceği önerilerinde bulunulmuştur.

Makale detayları

Examination of Self-Efficacy Perceptions of High School Mathematics Teachers Towards 21st Century Skills Based on Different Variables

Yazarlar:

Akile Demirel | Mehmet Taşpınar

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitimde Program Geliştirme

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 2, pp.1116-1146

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325011

pISSN:

2459-1912

21st century skills

High school math teachers

Self-efficacy21. yüzyıl becerileri

Lise matematik öğretmenleri

Öz yeterlik

Sayı

Makale detayları

Examination of Self-Efficacy Perceptions of High School Mathematics Teachers Towards 21st Century Skills Based on Different Variables

Yazarlar: Akile Demirel | Mehmet Taşpınar

Yayıncı: Gazi University

Ana Başlıklar: Eğitimde Program Geliştirme

Dergi: Türk Eğitim Bilimleri Dergisi Vol.22 Issue 2, pp.1116-1146

Belge Tipi: Makale

Yayın Tarihi: 8/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001325011

pISSN: 2459-1912

21st century skills

High school math teachers

Self-efficacy21. yüzyıl becerileri

Lise matematik öğretmenleri

Öz yeterlik

Sayı

Yazarlar:

Akile Demirel | Mehmet Taşpınar

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitimde Program Geliştirme

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 2, pp.1116-1146

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325011

pISSN:

2459-1912