The Eurasia Proceedings of Educational & Social Sciences (EPESS (original) (raw)
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Examining Primary School Teachers' 21st Century Teacher and Learner Skills
DergiPark (Istanbul University), 2020
In the 21st century, where knowledge has rapidly increased and changed, social order and individual needs are also rapidly changing. However, new jobs and professions are emerging. The ability of countries to keep up with this new formation depends on their training of human potential as individuals who can meet the professional needs of the new century. This will be possible by implementing 21st century skills training programs, which are expected to meet the needs of the new century. The most important task here belongs to the teachers who will apply these training programs. For this reason, for the 21st century skills to be gained to the students, teachers with these skills must be trained first. In this direction, the aim of the research is to examine the level of pre-service teachers who will be both learners and teachers of the 21st century and to determine whether the level of possession of these skills differs according to gender and class variables. The research was done with relational screening model. The universe of the research consists of 2nd, 3rd, and 4th year students of İnönü University Faculty of Education Class Teaching in the 2019-2020 academic year. It is aimed to reach the entire universe. Mann Whitney U and Kruskal-Wallis H Test were used for data analysis. 21st century teacher skills scale and 21st century learner skills scale developed by Göksün (2016) were used as data collection tools. As a result of the research, there was a significant difference in autonomous, managerial, productive, and flexible teaching skills according to gender and grade level.
Investigation of 21 st Century Teaching Skill Levels of Classroom Teachers
Many dramatic changes have been observed in the quality and quantity of knowledge and skills, as well as in the form of access to and transfer of information in the 21st century. It is important to identify the skill levels of the classroom teachers who are responsible for educational activities in primary schools for maintaining an effective educational process. The aim of this study is to examine the classroom teachers' 21st century skills in terms of various variables. An explanatory sequential pattern of mixed research methods was used in the study. The quantitative data of the study were collected from 268 classroom teachers determined by convenience sampling method, and the qualitative data were collected from 20 classroom teachers determined by maximum sampling method. The quantitative data of the study were collected using the 21st Century Teaching Skills Scale developed by Orhan-Göksün (2016) and the qualitative data were collected through an interview form prepared by the researchers consisting of seven questions. The quantitative data were evaluated by descriptive statistics, Mann-Whitney U-Test and Kruskal Wallis H-test using SPSS 22 program. The qualitative data were analyzed by the content analysis method using Nvivo 11 program. The quantitative findings of the study revealed that the participants "generally" benefited from the 21st century teaching skills in the classroom. It was also found that they used confirmatory teaching skills at the most and flexible teaching skills at the least in the sub-dimensions of the scale. The results of the study showed that the 21st century skills of classroom teachers do not differ significantly in terms of age, gender, seniority in the profession and educational level. However, there were significant differences in terms of gender in the flexible teaching sub-dimension; in terms of age and seniority in the profession in technopedagogical and consenting skills sub-dimensions. The qualitative findings of the study revealed that the classroom teachers often reinforced the positive behaviors of their students, made the necessary work to ensure that students respect individual differences, kept observation records about the basic skills of their students, determine the classroom rules together with their students, prepared worksheets and authentic materials, used technological devices to enrich teaching and organized educational and social activities for students.
Asian journal of education and training, 2019
This study examined the levels of preservice teachers' 21st century learner and teacher skills and the relationship between these two types of skills in terms of different variables. This study was a correlational survey. The data were collected using three instruments: the-21st Century Learner Skills Use Scale‖ and the-21st Century Teacher Skills Use Scale‖ developed by Orhan (2016) and a-Personal Information Form‖ prepared by the researcher. The population of the study consisted of preservice teachers studying at a state university located in the Eastern Anatolia Region of Turkey in the spring semester of the academic year of 2018-2019. The sample consisted of 445 preservice teachers determined by using the simple random sampling method from among the departments determined based on the cluster sampling method. Based on the results of the study, the use of the learner and teacher skills of the preservice teachers differed significantly depending on different variables such as gender, grade level and department, and there was a positive significant correlation between their uses of learner and teacher skills. It is hoped that the study will contribute to preservice teachers and the literature in terms of teacher competencies and education.
International Multidisciplinary Research Journal
Globalization, international mobilization, and technological innovations are some demands of the future. Students must prepare to face these challenges and grasp the opportunities brought by the changing time. To succeed in this modern world, a wide range of knowledge, aptitudes and character qualities are important. This study assessed the 21st-century skills of the pre-service teachers in the Bataan Peninsula State University, Philippines based on the theory of Eight Habits of Highly Effective 21st Century Teachers by Andrew Churches. The researcher used the descriptive method of research and the respondents of this study were the 212 pre-service teachers. Frequency, percentage, weighted mean, t-test, and ANOVA were the statistical treatments used in this study. The researcher used the SPSS Statistical Package for the Social Sciences in the computation of data. The study found that most of the respondents were 24 years old and female. The study revealed the overall 21st century sk...
Examination of Classroom Teachers’ 21ST Century Teaching Skills
2022
In recent years, the rapid developments in information and communication technologies have impacted education systems immensely. These developments not only made various updates in the education programs, but also brought up the skills that the teachers who train the learners of the new millennium should have. The aim of this research is to determine the level of use of the 21st century teacher skills required by the age of classroom teachers and to examine the level of use of these skills in terms of gender, graduation status and professional preference variables. A cross-sectional survey model, which is one of the quantitative research types, was used in the study. The research scale was applied to 269 primary school teachers selected by simple random sampling method. The collected data were analyzed in the SPSS 22.0 program. Since the research data did not show a normal distribution, Mann-Whitney U tests were used for two-category variables, and Kruskal-Wallis tests were used for...
International Journal of Curriculum and Instruction, 2022
Having 21st century skills, exhibiting effective classroom management, being able to use educational technologies, establishing interdisciplinary relations, making process-oriented measurement and evaluation, presenting values education with activities and using modern teaching techniques are now inevitable for efficiency in education. This research is based on the results of a series of training activities and workshops for teacher candidates within the scope of the "Future Teachers Project". The research, in which the quantitative method was applied, was conducted with 174 teacher candidates studying in different departments of universities in the Turkish Republic of Northern Cyprus in 2021. As a data collection tool in the research, the "Readiness to Be a Teacher Scale" and the "21st Century Learner Skills Usage Scale" was used. The application of the research was carried out twice-pretest and posttest-at the beginning of the project and at the end of the project. In the study, it was determined that the education and activities applied outside of formal education increased the teacher candidates' readiness for teaching and their 21st century learner skills. Particularly, it was observed that teacher candidates who participated in such a project for the first time, made significant improvements in their "environment designing the teaching process" and "collaboration and flexibility skills" skills. In the context of these results, it can be suggested that teacher candidates participate in activities that will improve themselves in different dimensions of the teaching profession in addition to the formation courses they take at the university.
IIMRJ, 2019
Globalization, international mobilization, and technological innovations are some demands of the future. Students must prepare to face these challenges and grasp the opportunities brought by the changing time. To succeed in this modern world, a wide range of knowledge, aptitudes and character qualities are important. This study assessed the 21st-century skills of the pre-service teachers in the Bataan Peninsula State University, Philippines based on the theory of Eight Habits of Highly Effective 21st Century Teachers by Andrew Churches. The researcher used the descriptive method of research and the respondents of this study were the 212 pre-service teachers. Frequency, percentage, weighted mean, t-test, and ANOVA were the statistical treatments used in this study. The researcher used the SPSS Statistical Package for the Social Sciences in the computation of data. The study found that most of the respondents were 24 years old and female. The study revealed the overall 21st century skills of the respondents as outstanding. Among the skills that respondents have is that being risk-takers, followed by being a model, visionary, adaptor, collaborator, leader, learner, while the lowest mean was on being a communicator. There was no significant difference in the 21st-century skills of the pre-service teachers when they were grouped according to profile. Because communication skills was found to be the weakest skill possessed by the respondents, teachers should focus more on the improvement of this skill by involving more students' active participation in class and other school activities.
The 21st Century Skills and Job Performance of Teachers
Journal of Education and Practice, 2017
The Philippines’ Department of Education through the implementation of the Basic Education Sector Reform Agenda (BESRA) is pursuing a package of policy reforms to further improve education. One of its reforms is the K-12 Program which has opened the way to the mandated 21 st Century Skills. These include Learning and Innovation; Information, Media and Technology; and Life and Career Skills. One of its progress indicators is the use of the National Competency-Based Teacher Standards (NCBTS) for assessing teachers’ job performance through the self-assessment tool named as Teachers Strengths and Needs Assessment (TSNA). The study sought to identify the teachers’ skills and job performance; the relationship of teachers’ skills and job performance and the difference of both when teachers are grouped according to profile. It employed the descriptive-correlational research design with emphasis on survey method. The frequencies, percentages, means, Pearson r, Multivariate Analysis of Varian...
Examining Primary School Teachers' 21st Century Teacher and Learner Skills
2020
In the 21st century, where knowledge has rapidly increased and changed, social order and individual needs are also rapidly changing. However, new jobs and professions are emerging. The ability of countries to keep up with this new formation depends on their training of human potential as individuals who can meet the professional needs of the new century. This will be possible by implementing 21st century skills training programs, which are expected to meet the needs of the new century. The most important task here belongs to the teachers who will apply these training programs. For this reason, for the 21st century skills to be gained to the students, teachers with these skills must be trained first. In this direction, the aim of the research is to examine the level of pre-service teachers who will be both learners and teachers of the 21st century and to determine whether the level of possession of these skills differs according to gender and class variables. The research was done wi...
21ST Century Skills Level of Teacher Candidates
European Journal of Education Studies, 2017
The 21st century skills are a set of abilities that students need to develop in order to succeed in the information age. When most workers held jobs in industry, the key skills were knowing a trade, following directions, getting along with others, working hard, and being professional—efficient, prompt, honest, and fair. To hold information-age jobs, though, students also need to think deeply about issues, solve problems creatively, work in teams, communicate clearly in many media, learn ever-changing technologies, and deal with a flood of information. The rapid changes in our world require students to be flexible, to take the initiative and lead when necessary, and to produce something new and useful. This presentation intends to help the audience get an insight about (1) the current status of the teacher candidates in a typical faculty of education in Turkey about possessing the 21st Century Skills, and (2) to what extent the faculty of educations are helping the teachers candidate...