EXAMINATION OF THE RELATIONSHIP BETWEEN TEACHER CANDIDATES' LIFELONG LEARNING DISPOSITIONS AND 21ST CENTURY SKILLS

Abstract

This research aims to examine the teacher candidates’ multidimensional 21st century skills and lifelong learning dispositions by some variables and to determine the relationship between teacher candidates' multidimensional 21st century skills and lifelong learning dispositions. The relational screening model was used in the research. The study group of the research was consisted of 211 teacher candidates studied at the Faculty of Education of Alanya Alaaddin Keykubat University in the 2021-2022 academic year. According to the research results, it was determined that teacher candidates’ multidimensional 21st century skills were at the level of "I agree", their lifelong learning dispositions were at the level of "I strongly agree." In addition, meaningful differences were found only in the “critical thinking and problem solving”, and “career consciousness” by gender variable. There were statistically meaningful differences in the “career consciousness” and the “lifelong learning dispositions” by the type of program. But there weren’t meaningful differences in the scales by academic averages. Also, there was a significant, positive, and high-level relationship between teacher candidates' multidimensional 21^st century skills and lifelong learning dispositions.