Fostering 21st Century Skills For Future Teachers

Cretu, Daniela Maria

doi:10.15405/epsbs.2017.05.02.82

Cited by 24 publications

(20 citation statements)

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“…Orhan-Goksun (2016) found that the pre-service teachers' use of learner skills is above the medium level. In addition, Cretu (2017) found that through practicum teaching, the pre-service teachers developed some of their 21 st century skills such as communication, critical thinking, collaboration and creative learning skills. The findings of these studies concur with the findings of the current study.…”

Section: Discussionmentioning

confidence: 99%

“…All of the international research and educational planners and theoreticians involved in the field of education have attempted to develop frameworks necessary for students to be successful in the information-based and technologydirected global society under the concept of "21 st century skills" (Cretu, 2017). In the literature, there is no universal agreement on what 21 st century skills are.…”

Section: St Century Learner Skillsmentioning

confidence: 99%

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Pre-service Teachers’ Opinions about the Use of 21st Century Learner and 21st Century Teacher Skills

Tican¹,

Deniz²

2019

EUROPEAN J ED RES

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The purpose of the current study is to determine pre-service teachers' opinions about 21st century learner and teacher skills. The study group of the current research is comprised of 391 senior students from an education faculty. As the data collection tool, the 21st century Learner Skills Use Questionnaire and 21st Century Teacher Skills Use Questionnaire were employed. In the analysis of the collected data, frequencies, percentages, arithmetic means, independent samples t-Test, One-Way Anova, Correlation, Mann Whitney-U, Kruskal Wallis techniques were used. The findings of the study revealed that the pre-service teachers' opinions about 21st century learner and teacher skills vary significantly depending on the variables of gender, department attended, academic achievement, experience of private tutoring and practicum teaching (doing practicum teaching at elementary and secondary schools). As a result, it was concluded that the pre-service teachers are ready for using 21st century learner skills (cognitive skills, autonomous skills, collaboration and flexibility skills, innovativeness skills) and teacher skills (administrative skills, technopedagogical skills, affirmative skills, flexible teaching skills, generative skills). However, it was also found that the pre-service teachers were not able to make enough use of learner and teacher skills during their practicum teaching at schools. Moreover, a positive, medium and significant correlation was found between 21st century learner skills and 21st century teacher skills.

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Section: Discussionmentioning

confidence: 99%

Section: St Century Learner Skillsmentioning

confidence: 99%

Pre-service Teachers’ Opinions about the Use of 21st Century Learner and 21st Century Teacher Skills

Tican¹,

Deniz²

2019

EUROPEAN J ED RES

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“…Changes arising from globalization, technological developments and labour market dynamics in the 21st century have influenced education. Countries' educational systems are seeking best teaching practices to educate children and young people in their daily and professional lives according to the requirements of the 21st century (Cretu, 2017). Many countries have carried out extensive curriculum reforms in the 21st century to better prepare children for the demands of life and work from higher education.…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Primary School and Pre-School Teachers’ Perception of Individual Entrepreneurship and Opinions about Their Creative Thinking Tendency

Tican¹

2019

INT J EDUC METHODOL

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The purpose of the current study is to determine pre-service teachers' perception of individual entrepreneurship and opinions about their critical thinking tendency. As the data collection tools, the Individual Entrepreneurship Perception Scale and the Marmara Creative Thinking Tendencies Scale were used in the current study. The participants of the study are 469 freshman, sophomore, junior and senior students attending the Departments of Preschool Teacher Education and Primary School Teacher Education. In the analysis of the collected data, frequencies, percentages, independent samples t-test, Mann Whitney U test and correlation analysis were employed. The findings obtained from the analyses have revealed that the pre-service teachers' individual entrepreneurship perceptions and creative thinking tendencies vary significantly depending on the variables of gender and whether they took a course/seminar on entrepreneurship. The pre-service teachers' individual entrepreneurship perceptions and creative thinking tendencies were found to be not varying significantly depending on the department attended. The pre-service teachers' personal entrepreneurship perceptions and creative thinking tendencies were found to be above medium. A highly positive and significant correlation was found between the pre-service teachers' individual entrepreneurship perception and creative thinking tendency total scores. The pre-service teachers can be encouraged to take the course "Economics and Entrepreneurship" and to participate in certificate programs on entrepreneurship.

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“…In the end, they received feedback from colleagues, teachers, and conducted a self-analysis of micro-teaching. The way in which this experience was prepared and realized for students was widely reported in another paper [8].…”

Section: Designing Rigorous and Relevant Learning Experiences For Stumentioning

confidence: 96%

“…An authentic assessment is focused on upper-level of the knowledge taxonomy (high rigor) and challenges students to apply the knowledge to real-world problems (high relevance). The Rigor and Relevance Framework is compatible with Biggs' constructive alignment theory, which is an approach to curriculum design that optimizes the conditions for quality learning, based on: defining the intended outcomes (the objectives); choosing teaching/learning activities likely to lead to attaining the objectives; assessing students' learning outcomes to see how well they match what was intended [6,8].…”

Section: The Rigor and Relevance Frameworkmentioning

confidence: 99%

Designing rigorous and relevant learning experiences for future teachers

Cretu

2019

MATEC Web Conf.

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Teaching and learning at the university should help students develop complex thinking about the issues they are dealing with and practice skills needed to solve real-world problems. The Rigor/Relevance Framework, developed by the staff of the International Center for Leadership in Education (ICLE), is a useful tool for designing learning experiences that increase the rigor and the relevance of the curriculum. This model integrates Bloom’s taxonomy with its six levels (remembering, comprehension, application, analysis, synthesis, and evaluation) with the Application Model, which has five levels (knowledge in one discipline, apply in discipline, apply across disciplines, apply to real-world predictable situations and apply to real-world unpredictable situations). The combination of these two dimensions results in four quadrants: Acquisition, Application, Assimilation, Adaptation, in which learning experiences can be designed to raise the rigor and relevance of instruction. The aim of this study is to exemplify the use of the Rigor/Relevance Framework in designing the learning experiences offered during two courses for future teachers for primary and preschool education. The implications of selecting appropriate instructional strategies and student assessment methods are discussed.

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Fostering 21st Century Skills For Future Teachers

Cited by 24 publications

References 0 publications

Pre-service Teachers’ Opinions about the Use of 21st Century Learner and 21st Century Teacher Skills

Pre-service Teachers’ Opinions about the Use of 21st Century Learner and 21st Century Teacher Skills

Pre-Service Primary School and Pre-School Teachers’ Perception of Individual Entrepreneurship and Opinions about Their Creative Thinking Tendency

Designing rigorous and relevant learning experiences for future teachers

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