Improving 21st-century teaching skills: The key to effective 21st-century learners

2019 ◽  
Vol 14 (1) ◽  
pp. 99-117 ◽  
Author(s):  
Sharon Kim ◽  
Mahjabeen Raza ◽  
Edward Seidman
Keyword(s):  
21St Century ◽  
Teacher Skills ◽  
The Social ◽  
Classroom Processes ◽  
Teacher Professional ◽  
21St Century Learners ◽  
Development Of Competencies ◽  
Context Specific ◽  
Teacher Instructional Practices

The development of competencies known as 21st-century skills are garnering increasing attention as a means of improving teacher instructional quality. However, a key challenge in bringing about desired improvements lies in the lack of context-specific understanding of teaching practices and meaningful ways of supporting teacher professional development. This paper focuses on the need to measure the social quality of teaching processes in a contextualized manner. We do so by highlighting the efforts made to develop and measure teacher practices and classroom processes using the Teacher Instructional Practices and Processes System© (TIPPS) in three different contexts: Uganda (secondary), India (primary), and Ghana (pre-school). By examining how such a tool can be used for teacher feedback, reflective practice, and continuous improvement, the hope is to pave the way toward enhanced 21st-century teacher skills and, in turn, 21st-century learners.

The Factors of the Holistic Health Status of Thai Elders in the 21st Century

2020 ◽  
Vol 13 ◽  
Author(s):  
Manyat Ruchiwit ◽  
Kanjanee Phanphairoj ◽  
Tipsuda Sumneangsanor ◽  
Jinpitcha Mamom
Keyword(s):  
Health Status ◽  
21St Century ◽  
Emotional Health ◽  
Holistic Health ◽  
Alpha Coefficient ◽  
Factors Affecting ◽  
Stress Prevention ◽  
The Social ◽  
Whole Person

Background: Holistic health is important to life, perhaps especially for elders. Focus should not only be placed on illness or the physical part of their lives, but the whole person should also be considered, emphasizing the connection of their mind, body, and the environment. Objective: The aims of this research were to study the factors of the holistic health status (HHS) of the Thai elderly in the 21st century, and to predict the factors affecting the development of HHS in 3 aspects; physical health status, mental and emotional health status, and the social and environmental health status. Method: The data were collected from 928 Thai elderly aged 60 and over in the central part of Thailand. The research instrument was a questionnaire whose reliability was confirmed using a Cronbach alpha coefficient of .904. Multiple regression analysis was used for predicting the factors of HHS. Results: The results indicated that stress, increased age, gender, and social participation can predict the HHS of Thai elders, and stress can predict each 3 aspects. Therefore, stress prevention activities are very important for enhancing the HHS of Thai elders. Conclusion: The findings of this research can be used to improve the quality of life of elders in the 21st century.

Quality Preparation of Mathematics and Science Teachers to Integrate ICT

2015 ◽  
pp. 29-53 ◽  
Author(s):  
John Njoroge Mungai
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Sub Saharan Africa ◽  
Development Programs ◽  
Ict Integration ◽  
Learner Centered ◽  
Teacher Professional ◽  
Sub Saharan ◽  
Context Specific

This chapter clearly illustrates that emphasis on preparation of teachers to integrate ICT is gaining momentum in the education sector. Arguably, underpinning this emphasis is the convergence of assertions that ICT integration has the potential to enhance the quality of teaching and learning. Nonetheless, considering that the debate about effective teaching has overtime existed between two tensions, namely learner-centered and teacher-centered approaches, the additional concern now is how best to prepare teachers to integrate ICT. It is shown in this chapter that the best teaching approach is context specific since it facilitates the teachers' capacity to enhance student learning through quality teaching. The chapter reviews Teacher Professional Development programs in Sub-Saharan Africa and discusses what constitutes learner-centered education, ICT integration, and provides findings of a case study on preparation of science teachers using ICT.

scholarly journals Teatro y educación: aportes del recurso teatral a la formación inicial del profesorado / Theater and Education. Contributions of the Theatrical Resource on Initial Teacher Training

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Ana Sedano Solís
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Social Life ◽  
Initial Teacher Training ◽  
Desarrollo Profesional ◽  
The Social ◽  
Different Types ◽  
Teacher Professional ◽  
The Universe

ABSTRACT This research considers that the inclusion of theater in the initial teacher training represents a significant improvement of curriculum and teacher professional development. Several worldwide initiatives aimed to raise the quality of initial teacher training is one of the current reforms’ axes and agreement that improving educational system depends on the quality of their teachers. However, the current demands in education go beyond a set of measures or resources. Education requires a new professor, an integral and effective communicator, capable of handling different types of languages and dialogues with multiple intelligences. An innovative teacher, who is able to understand the cultural diversity of a society which constantly renews its knowledge of the universe and that has changed the social life and the nature of its spatialtemporal relationships. Using a multidisciplinary approach, it is intended to show that theatrical resource contributes significantly to the construction of a new teachers’ profile, by putting at his disposal communication tools (verbal and non-verbal) which allow him to enhance different aspects of his professional development: physical, cognitive and emotional. RESUMEN Esta investigación considera que la inclusión del teatro en la formación inicial del profesorado representa un aporte significativo para el mejoramiento del currículo y del desarrollo profesional docente. Diversas iniciativas en el mundo apuntan que elevar la calidad de la formación inicial del profesorado es uno de los ejes de las actuales reformas y concuerdan en que la mejora de un sistema educativo depende de la calidad de sus maestros. Sin embargo, las exigencias en materia educativa van más allá de un paquete de medidas o recursos. La educación requiere un nuevo educador, un comuni-cador integral y eficaz, capaz de manejar diversos tipos de lenguaje y de dialogar con múltiples tipos de inteligencia. Un docente innovador que comprenda la diversidad cultural de una sociedad que renueva su conocimiento del universo cons-tantemente y que ha modificado la vida social, así como la naturaleza de sus relaciones espaciotemporales. Mediante una perspectiva multidisciplinar, se pretende demostrar que el recurso teatral contribuye de manera importante en la construc-ción de un nuevo perfil del docente, en tanto pone a su disposición herramientas comunicativas (verbales y no verbales) que le permiten potenciar diversos aspectos de su desarrollo profesional: físico, cognitivo y emocional. Contacto principal: [email protected]

scholarly journals Pengembangan Kompetensi Profesionalisme Guru di Era Digital (Abad 21)

2019 ◽  
Vol 3 (2) ◽  
pp. 54
Author(s):  
Zainuddin Notanubun
Keyword(s):  
21St Century ◽  
Learning Experience ◽  
Educational Innovation ◽  
Digital Environment ◽  
Professional Teacher ◽  
Information And Communication ◽  
Ict Development ◽  
21St Century Learners ◽  
Creativity And Innovation

The development of information and communication technology (ICT) brings change in all lines of life. 21st century Learners live in a digital environment full of information flows. Many negaries reform the objectives and practice of education due to the influence of ICT development and various forms of educational innovation. The greatest hope of educational innovation is the support and integration of ICT in the learning process, thus enhancing the quality of student learning experience. The characteristics of 21st century students are very different from previous era students. In the 21st century one must have four skills (communication, colaboration, critical Thinking and problem Sorving and Creativity and Innovation). This skill has always been reflected in the learning that will be implemented by a professional teacher, by having the competence of pedagogic, professional, personality, and social competence.

scholarly journals The Development of the School’s Economical Education in Ukraine (the end of the 20th- the beginning of the 21th centuries)

2019 ◽  
pp. 70-86
Author(s):  
Iryna Zhorova
Keyword(s):  
Secondary Education ◽  
21St Century ◽  
Economic Education ◽  
Educational Process ◽  
Education Development ◽  
The Social ◽  
Economic Profile ◽  
High Level ◽  
Economic Competence

The article clarifies the main tendencies of the school economic education development in Ukraine from the end of the 20th to the beginning of the 21st century. The stages of the economic disciplines’ implementation in the educational process of secondary education establishments are revealed as: the first stage (it was between 1991 – 1993) was a period of the search of content, forms and methods of teaching economics; the second stage (between 1994-2000) was the period of formation and updating of the school economic education content; the third stage (2001-2004) was the period of mass introduction of economy in general educational establishments; the fourth stage (since 2005) was the period of the formation of continuous economic education. It was revealed that the socio-political and socio-economic changes taken place in the early 1990s with the proclamation of Ukraine’s independence actualized the issue of providing the high level of the younger generation economic competence. That is why, since the middle of the 90’s, the optional classes in economics are opened in schools, and later ‒ the economics and entrepreneurship classes. In the process of the research it has been found out that the beginning of the 21st century was marked by the adoption of a number of state acts proclaiming general trends in the development of education in Ukraine and identified the peculiarities of school educational management including economic (the inclusion of economic education in the invariant and variation part of the curriculum, introduction of the economic profile of the social and humanitarian direction, the expansion and differentiation of the content of economic education, the improvement of the quality of personnel and logistics of teaching disciplines and economic direction). It is emphasized that the quality of secondary education is ensured through the implementation of the invariant and variation parts of the curriculum. The corresponding disciplines are presented as those that form the students’ outlook, economic culture and entrepreneurship. It was indicated that a positive step towards the reforming of secondary education was the introduction of profile education in secondary schools, which included the economic profile of the social and humanitarian direction. It was stated that at the beginning of the XXI century, in the conditions of permanent changes in society, integration into the world educational space, a school economic education also sustains a constant modernization on the way of upgrading the content and finding the effective forms of the students’ economic competence development.

Quality Preparation of Mathematics and Science Teachers to Integrate ICT

2016 ◽  
pp. 1822-1846
Author(s):  
John Njoroge Mungai
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Sub Saharan Africa ◽  
Development Programs ◽  
Ict Integration ◽  
Learner Centered ◽  
Teacher Professional ◽  
Sub Saharan ◽  
Context Specific

This chapter clearly illustrates that emphasis on preparation of teachers to integrate ICT is gaining momentum in the education sector. Arguably, underpinning this emphasis is the convergence of assertions that ICT integration has the potential to enhance the quality of teaching and learning. Nonetheless, considering that the debate about effective teaching has overtime existed between two tensions, namely learner-centered and teacher-centered approaches, the additional concern now is how best to prepare teachers to integrate ICT. It is shown in this chapter that the best teaching approach is context specific since it facilitates the teachers' capacity to enhance student learning through quality teaching. The chapter reviews Teacher Professional Development programs in Sub-Saharan Africa and discusses what constitutes learner-centered education, ICT integration, and provides findings of a case study on preparation of science teachers using ICT.

EVALUATING THE POTENTIALS OF ICT INTEGRATION IN TEACHING WITH THE AIM OF INTENTIONALLY DEVELOPING COMPETENCIES FOR THE 21ST CENTURY IN PUPILS

2015 ◽  
Author(s):  
Mateja Ploj Virtič ◽  
◽  
Kosta Dolenc ◽  
Keyword(s):  
Learning Environment ◽  
21St Century ◽  
Modern Technology ◽  
Learning Activities ◽  
Educational Institutions ◽  
Technological Gap ◽  
Integration Of Technology ◽  
Information And Communication ◽  
21St Century Learners ◽  
Development Of Competencies

With an increasing impact of information and communication technology (ICT) on the way we live and work, the educational institutions also try to transform educational curricula and learning environments in order to fill the technological gap that has emerged in the field of education. This conversion process requires the effective integration of technology into an existing learning environment, and in the first place train the teachers, whose role in the classroom completely changes by introducing technology. The paper presents an example of integrating innovative pedagogy in the process of future teachers’ education and qualitative research, which examines the usefulness of ICT in learning activities for intentional development of competencies for the 21st century learners. Key words: ICT, learning activities, learning environment, modern technology.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

A Futures Study on the Quality Of Life from the Point Of View of Iranian Youth

2017 ◽  
Vol 14 (2) ◽  
pp. 1
Author(s):  
Sina Saeedy ◽  
Mojtaba Amiri ◽  
Mohammad Mahdi Zolfagharzadeh ◽  
Mohammad Rahim Eyvazi
Keyword(s):  
Quality Of Life ◽  
Life Satisfaction ◽  
Mixed Model ◽  
Satisfaction With Life ◽  
Point Of View ◽  
Human Society ◽  
Futures Studies ◽  
The Social ◽  
The University

Quality of life and satisfaction with life as tightly interconnected concepts have become of much importance in the urbanism era. No doubt, it is one of the most important goals of every human society to enhance a citizen’s quality of life and to increase their satisfaction with life. However, there are many signs which demonstrate the low level of life satisfaction of Iranian citizens especially among the youth. Thus, considering the temporal concept of life satisfaction, this research aims to make a futures study in this field. Therefore, using a mixed model and employing research methods from futures studies, life satisfaction among the students of the University of Tehran were measured and their views on this subject investigated. Both quantitative and qualitative data were analysed together in order to test the hypotheses and to address the research questions on the youth discontentment with quality of life. Findings showed that the level of life satisfaction among students is relatively low and their image of the future is not positive and not optimistic. These views were elicited and discussed in the social, economic, political, environmental and technological perspectives. Keywords:  futures studies, quality of life, satisfaction with life, youth

Shall I trust you? From child human-robot interaction to trusting relationships

2019 ◽  
Author(s):  
Cinzia Di Dio ◽  
Federico Manzi ◽  
Giulia Peretti ◽  
Angelo Cangelosi ◽  
Paul L. Harris ◽  
...  
Keyword(s):  
Behavioral Pattern ◽  
Human Robot Interaction ◽  
School Age Children ◽  
Social Relevance ◽  
Robot Interaction ◽  
Cognitive Correlates ◽  
The Social ◽  
The Relationship

Studying trust within human-robot interaction is of great importance given the social relevance of robotic agents in a variety of contexts. We investigated the acquisition, loss and restoration of trust when preschool and school-age children played with either a human or a humanoid robot in-vivo. The relationship between trust and the quality of attachment relationships, Theory of Mind, and executive function skills was also investigated. No differences were found in children’s trust in the play-partner as a function of agency (human or robot). Nevertheless, 3-years-olds showed a trend toward trusting the human more than the robot, while 7-years-olds displayed the reverse behavioral pattern, thus highlighting the developing interplay between affective and cognitive correlates of trust.

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