Metacognitive and Metaemotional Training Strategies through the Nine-layer Pyramid Model of Emotional Intelligence

Emotional intelligence constitutes an important 21st century skill that impacts positively several areas of everyday life. It contains competencies that enhance the ability of other significant skills for self-development. The main purpose of this study is to present the way we can develop and improve our emotional intelligence based on the pyramid model and its nine layers. To achieve this goal, the paper seeks to address the following question: What are the metacognitive and metaemotional skills and strategies that can play a key role in developing, enhancing and improving emotional intelligence?Extensive reference is made to the skills that involved in each layer and have been identified as necessary and should be cultivated by the individual leading gradually to the higher levels of self-actualization and transcendence. Furthermore, we suggest some strategies in each layer that work auxiliary and supportive for the cultivation of the specific skills.Metacognitive and metaemotional skills and strategies are necessary to conquer the levels of emotional intelligence and to apply in a variety of contexts with the aim of developing emotional intelligence and self-improvement.

THE RELATIONSHIP BETWEEN THE SCHOOL PRINCIPALS' LEVEL OF 21ST CENTURY SKILLS AND THEIR CAPABILITY TO MANAGE CHANGE AT SCHOOLS

<p>The purpose of this research is to determine the relationship between school administrators' levels of 21st century skills and their competencies in managing change, according to teachers' views. Moreover, it was investigated to reveal school administrators 21st century skills levels and their proficiency in managing change. In addition, it is aimed to reveal school administrators their 21st century skill levels and their proficiency in managing change. 290 teachers in Uşak participated in this quantitative research conducted in the relational survey model. As a research data collection tool, “The 21st Century Education Manager Skills Scale and the School Managers' Ability to Manage Change Scale were used. Correlation analyzes were also conducted along with descriptive statistics in order to determine the 21st century skills levels of school administrators and their proficiency in managing change. According to the results obtained, it has been seen that the 21st century skill levels of school administrators and their proficiency in managing change are at a very high level. Also, it has been determined that there is a high level of positive correlation between school administrators' proficiency levels of 21st century skills and their proficiency in managing change.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0874/a.php" alt="Hit counter" /></p>

Sosialisasi dan implementasi perangkat pembelajaran matematika dalam mendukung keterampilan abad 21

Lack of knowledge in a number of teachers who are not able to operate the concept of learning well, namely teachers only rely on learning methods and strategies on the handbook or documents that have been received. The impact of learners has difficulty in solving problems. By utilizing the results of research on the development of mathematical learning tools in the form of teaching materials, LKPD, and RPP based on 21st century skills that are feasible to be used can solve the problem. Therefore, it is necessary to socialize and implement the results of the research to the community, especially teachers in junior high schools. the outer target of this agility is the understanding for teachers of 21st century skill-based learning tools, particularly mathematics and other subjects.

What Are the 21st-Century Skills for Pre-service Science and Mathematics Teachers: Discussion in the Context of Defined 21st-Century Skills, Self-skills and Education Curricula

The study aimed to determine the characteristics of pre-service teachers’ 21st-century skill concepts and their compatibility with the contemporary 21st-century skill lists, 21st-century self-skills and to compare and discuss, in terms of curricula and their fields. 71 pre-service science and 59 pre-service mathematics teachers were participated this phenomenological study. The statements by the participants were transformed into codes. These codes were categorized based on the framework for the 21st century skills. 21st-century skills codes with contemporary concepts relating to subcategories like “cognitive skills”, “process skills”, “communication and collaboration skills”, “initiative and self-direction skills”, “career skills”, and “technology knowledge/usage/production skills” indicate that teacher candidates are knowledgeable about 21st-century skills. Also the study found out that the greatest effects on the 21st-century skills of pre-service science and mathematics teachers are the curricula and the education they are taught. In this context, this research was based on the belief that determining the influence of pre-service teachers’ out-of-school and in-school trainings, their curricula, branches, etc. on their 21st-century skills will be guiding in terms of organizing curricula and environments of education.