Creatıve Thınkıng Dısposıtıons Of Preschool Teacher Candıdates As A Predıctor Of 21st Century Skılls
DOI:
https://doi.org/10.5281/zenodo.7497242Keywords:
Preschool education, 21st century skills, Creative thinking tendenciesAbstract
The general purpose of this study is to examine preschool teacher candidates' creative thinking tendencies as a predictor of twenty-first-century skills. This research important as it is thought to help preschool teacher candidates who are trying to plan their future in line with 21st-century skills and higher education institutions that train teachers in shaping their curriculum and to enable teachers who are currently working actively to seek self-renewal by questioning themselves within the scope of these skills and creative thinking tendencies. This study is descriptive in the type of correlational survey model. 636 pre-school teacher candidates selected from this population with criterion sampling, which is one of the purposeful sampling methods, form the sample of the study. In line with the findings obtained from the research, the following results have been reached. The meanings of 21st century skills and creative thinking disposition were emphasized. It has been concluded that 21st century skills and creative thinking tendencies of teacher candidates who received pre-school education in their childhood are higher than those who do not receive pre-school education. It has been determined that pre-school teacher candidates with lower monthly incomes have higher 21st century skills compared to pre-school teacher candidates with higher monthly income. It was concluded that pre-school pre-service teachers who have a high grade point average at the university also have 21st century skills and creative thinking dispositions.
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