Evaluating the teaching performance of high school mathematics teachers In light of the skills of the twenty first century

This research aimed to evaluate the teaching performance of high school mathematics teachers in the light of the twenty-first century skills. Two research tools were prepared: a list of the skills of the twenty-first century, and a questionnaire of “twenty-first century skills among mathematics teachers” that consisted of (22) A single item divided into five responses which are (very important - important - medium important - low importance - unimportant), and included six models for learning in the twenty-first century (collaborative work - knowledge building - self-organization - problem solving and innovation in the real world - the use of technology For learning - methods of presentation and communication with skill), and the results indicated the necessity of working to improve the teaching performance of mathematics teachers at the secondary level in a manner commensurate with the skills of the twenty-first century, as the research reached a number of recommendations and proposals.

Educational Psychology Is Evolving to Accommodate Technology, Multiple Disciplines, and Twenty-First-Century Skills

This article covers recent research activities in educational psychology that have an interdisciplinary emphasis and that accommodate twenty-first-century skills in addition to the traditional foundations of literacy, numeracy, science, reasoning (problem-solving), and academic subject matter. We emphasize digital technologies because they are capable of tracking learning data in rich detail and reliably delivering interventions that are tailored to individual learners in particular sociocultural contexts. This is a departure from inflexible pedagogical approaches that previously have been routinely adopted in most classrooms and other contexts of instruction with no precise record of learning and instructional activities. A good design of educational technology embraces the principles of learning science, identifies the basic types of learning that are needed, implements relevant technological affordances, and accommodates feedback from different stakeholders. This article covers research in literacy, collaborative problem-solving, motivation, emotion, and science, technology, engineering, and mathematics (STEM) areas. Expected final online publication date for the Annual Review of Psychology, Volume 73 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Faculty Members’ Viewpoints of the Necessary Twenty-First Century Skills and Acquisition Requirements for Kindergarten Children at Colleges of Education for Childhood

The purpose of this study was to explore the requirements of the acquisition of twenty-first century skills for kindergarten children from the experts’ viewpoints. The study adopted the descriptive method, and it was administered to a sample consisting of 75 male and female faculty members who are specialized in kindergarten. The participants responded to two questionnaires, one of them was to determine the twenty-first century skills required for kindergarten children; and the second one was related to the requirements of acquiring such skills. The results of the study revealed that the study participants strongly approved the twenty-first century skills required for kindergarten children as well as the requirements of acquiring them. In the light of the results attained, some recommendations and suggestions were developed. Keywords: 21st Century Skills, acquisition, kindergarten children

Impact of virtual vs. face-to-face learning on 21st-century skills among pre-service bilingual teachers

The so-called ‘twenty-first century skills’ (Dudeney, Hockly and Pegrum, 2014) have been identified as essential literacies for the young generation, who must use creativity and innovation, collaboration and teamwork, critical thinking, problem-solving, autonomy, flexibility and lifelong learning to function effectively. Bilingual pre-service teachers are entitled to develop these skills for both their own education and that of their future students (Savage and Barnett, 2015). This research will analyse the opinions of 45 bilingual pre-service teachers on the development of their twenty-first century skills through either online or face-to-face teaching. Quantitative and qualitative data will be scrutinized under a mixed-methods research, which will throw light on how participants think such skills are better developed. Findings will show that teacher students think that some of these skills are better developed under a face-to-face modality of learning (e.g. teamwork and collaboration), whereas others (e.g. autonomy and innovation) evolve better under an online framework of learning. Twenty-first century literacies push the educational boundaries of bilingual teachers as they are entitled to have a repertoire of communication skills that make us, teacher educators, pursue academic rigour regarding our own teaching and updated training.

The Role of Education Colleges in Yemeni Universities to Develop Twenty-First Century Skills among Students

The study aimed to examine the role of colleges of education in Yemeni universities in developing the twenty-first century skills among students. The skills include critical thinking and problem-solving; creative thinking; effective communication and cooperation with others; flexibility; adaptation and change management; self and continuous learning; leadership and working with a team; taking responsibility and making decisions; using technology efficiently; understanding and interacting with diverse cultures; and work and self-management. The followed the descriptive and analytical method, using a questionnaire that was distributed to a random sample of (408) students selected from the fourth level of the Faculties of Education in four public universities: Sana'a, Hajjah, Amran, and Hodeidah. The study results revealed a medium role that the colleges of education in Yemeni universities play in developing the twenty-first century skills among their students. The skill of effective communication and cooperation with others received the highest attention, while the skills of work, self-management and the skills of using technology efficiently received the lowest level of attention. The study concluded with a number of conclusions, including absence of a vision for the challenges and requirements of the twenty-first century and lack of support provided to colleges to purchase facilities and equipment. The study recommended that the colleges of education should pay more attention to developing the twenty-first century skills, especially work and self-management skills and the efficient use of technology. Keywords: role, education college, skills, twenty-first century, Yemeni universities.