The Effect of 21st Century Learner Skills and Metacognitive Awareness on Early Teacher Identity

Abstract

This study aims at identifying the effect of pre-service teachers’ 21st century learner skills and metacognitive awareness on their early teacher identity. Employing a correlational design, the study collected data from 523 pre-service teachers studying at AfyonKocatepe University, Turkey, in the 2020-2021 academic year. The instruments used in the data collection process were the “21st Century Learner Skills Use Scale”, “Metacognitive Awareness Scale”, and “Early Teacher Identity Measure”. The study revealed medium and high-level positive relationships between 21st century learner skills and metacognitive awareness, 21st century learner skills and early teacher identity, and metacognitive awareness and early teacher identity. Additionally, the pre-service teachers’ 21st century learner skills and metacognitive awareness significantly predicted their early teacher identity and have a positive effect on their teacher identity.