Satılmış, SinemKurudayıoğlu, Mehmet2024-12-112024-12-1120242147-6020https:/dx.doi.org/ 10.16916/aded.1517365https://hdl.handle.net/20.500.12451/12673The 21st century skills that teachers are expected to acquire and impart to their students have recently become more of an issue in the sense of providing effective teaching in educational environments. At this point, there is a question mark about the ways how the pre-occupational identities of preservice teachers, who will be the shapers and guides of the teaching environment, affect their 21st century skills. This study aimed at examining the effect of preservice teachers' pre-occupational identities on their 21st century skills self-efficacy. In line with this purpose, answers to the questions, "Are pre-occupational identities of preservice teachers predictors of their 21st century skills self-efficacy" and "Do academic achievement averages have a moderating role in the effect of pre-occupational identities of preservice teachers on their 21st century skills self-efficacy" were sought. In this study where relational survey model was used, data were collected from 165 preservice teachers through "21st century skills efficacy scale for preservice teachers" developed by Aygün, Atalay, Kılıç, and Yaşar (2016) and "Pre-occupational Teacher Identity Scale" adapted into Turkish by Arpacı and Bardakçı (2016). In data analysis, path analysis was performed with various variables (class, gender, academic average) using IBM AMOS 20 program. In the study, pre-occupational identities of preservice teachers positively affected their 21st century skills and preservice teachers with high academic average have high professional identities and 21st century skills self-efficacy.trinfo:eu-repo/semantics/openAccess21. Yüzyıl BecerileriÖğretmen KimliğiÖğretmen Adayları21st Century SkillsTeacher IdentityPreservice TeachersArticle12477078210.16916/aded.1517365