21 Ways to 21st Century Skills: Why Students Need Them and Ideas for Practical Implementation

Kaufman, Kristina

doi:10.1080/00228958.2013.786594

Cited by 86 publications

(66 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This aligns with the demands of twenty-first-century dance teaching which requires teachers to have skills that are both adaptable and transferable, supported by critical analysis and reflective skills. Reflective practice is the foundation of the structure of the learning experiences within an array of contexts (Kaufman 2013).…”

Section: The Pcm: Training the Teaching Artistmentioning

confidence: 99%

The performance in context model: a 21^stcentury tertiary dance teaching pedagogy

Stevens

Huddy

2016

Research in Dance Education

View full text Add to dashboard Cite

Despite tertiary institutions acknowledging that reflective practice is an essential component of undergraduate dance teacher training, there is often a disparity between the tertiary students' reflective skills and the more sophisticated reflective ability needed to navigate the twenty-first-century workforce. This paper charts the evolution of a dance teaching reflective pedagogy within a suite of three units across a three-year undergraduate dance teacher-training course for school, community and studio dance teachers. This reflective pedagogy based on exploration, collaboration, critical questioning and connections with community forms the basis of a model of tertiary dance teacher training; the Performance in Context Model (PCM). Over the past four years, through four cycles of action research, the PCM pedagogy, context and engagement with community has developed into a successful model integrating practical dance teaching skills, artistry and community engagement. The PCM represents a holistic collaborative approach to dance teacher education: the marrying of 'teacher-as-artist' , 'teacher-as-performer' and 'teacher-as-researcher' . More specifically, it emphasises the need for mature, reflective, receptive and flexible approaches in response to dance teaching and learning. These are enacted in a variety of contexts, with tertiary dance teaching students identifying as teaching artists, as well as researchers of their own practice.

show abstract

Section: The Pcm: Training the Teaching Artistmentioning

confidence: 99%

The performance in context model: a 21^stcentury tertiary dance teaching pedagogy

Stevens

Huddy

2016

Research in Dance Education

View full text Add to dashboard Cite

show abstract

“…teaching these skills to their students (Kaufman, 2013). Due to the increased interest in teaching 21st century skills, student-centered instructional approaches, such as problem-based learning (PBL) and case-based instruction (CBI), have gained in popularity over the last few years.…”

mentioning

confidence: 99%

Examining the Role of the Instructor in Problem-centered Instruction

Rico

Ertmer

2015

TECHTRENDS TECH TRENDS

View full text Add to dashboard Cite

In this paper, we examine the role of the instructor during student-centered approaches, specifically those that are problem-centered, to outline effective strategies that are valuable for facilitating discussions. After describing the role of the instructor in each phase of implementation, from planning to evaluation, we discuss specific strategies for facilitating effective discussions. Strategies identified as being successful in problem-centered discussions included metacognitive questioning, peer facilitation, and teacher training, to name a few.

show abstract

“…The impetus for this research is my belief that PK-12 schooling should teach students the types of skills that will help them develop their Habermasian egos intellectually, reflexively and socially (Kaufman 2013;Pring 2013). This can help motivate adolescents (Hattie, Biggs and Purdie 1996) and has the potential to positively and significantly impact learners (Tishman, Jay and Perkins 1993), giving students the best chance to finish PK-12 school with an individuated ego intact.…”

Section: Contextual Discussionmentioning

confidence: 99%

Video-Conference Interviews: Ethical and Methodological Concerns in the Context of Health Research

Brown¹

2018

View full text Add to dashboard Cite

21 Ways to 21st Century Skills: Why Students Need Them and Ideas for Practical Implementation

Cited by 86 publications

References 4 publications

The performance in context model: a 21^stcentury tertiary dance teaching pedagogy

The performance in context model: a 21^stcentury tertiary dance teaching pedagogy

Examining the Role of the Instructor in Problem-centered Instruction

Video-Conference Interviews: Ethical and Methodological Concerns in the Context of Health Research

Contact Info

Product

Resources

About

21 Ways to 21st Century Skills: Why Students Need Them and Ideas for Practical Implementation

Cited by 86 publications

References 4 publications

The performance in context model: a 21stcentury tertiary dance teaching pedagogy

The performance in context model: a 21stcentury tertiary dance teaching pedagogy

Examining the Role of the Instructor in Problem-centered Instruction

Video-Conference Interviews: Ethical and Methodological Concerns in the Context of Health Research

Contact Info

Product

Resources

About

The performance in context model: a 21^stcentury tertiary dance teaching pedagogy

The performance in context model: a 21^stcentury tertiary dance teaching pedagogy