How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective

Valtonen, Teemu; Hoang, Nhi; Sointu, Erkko; Näykki, Piia; Virtanen, Anne; Pöysä-Tarhonen, Johanna; Häkkinen, Païvi; Järvelä, Sanna; Mäkitalo, Kati; Kukkonen, Jari

doi:10.1016/j.chb.2020.106643

Cited by 54 publications

(31 citation statements)

References 40 publications

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“…Interestingly, self-efficacy towards ICT use was rated as rather negative by the sample. Although this result is consistent with previous research indicating that pre-service teachers perceive themselves as less self-efficacious with regard to ICT use for instructional purposes (Valtonen et al 2021), it is surprising that they feel fairly positive about their competency in 'teaching and implementing'. Such a competency comprises the use of ICT resources for in-class teaching.…”

Section: Discussionsupporting

confidence: 89%

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“Do You Think You Have What it Takes?” – Exploring Predictors of Pre-Service Teachers’ Prospective ICT Use

Pozas

2021

Tech Know Learn

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Despite extensive efforts to support teachers with the integration of information and communication technologies (ICT) into their classroom practice, current research reports that teachers face immense challenges when integrating ICT into their teaching. This issue has become even more relevant with the rapid spread of the COVID-19 virus, forcing schools around the world to close for an indefinite period of time and thus to offer remote digital learning solutions. Against this background, this study focused on examining the predictors of pre-service teachers’ prospective ICT use and investigated the heterogeneous results of previous research related to ICT use and gender. Following the ‘will, skill, tool’ framework, the study examined relevant factors of pre-service teachers’ (N = 103) prospective ICT use for teaching and learning processes by means of multiple regression analyses. The analyses included pre-service teachers’ background characteristics, ICT profiles (attitudes and self-efficacy), digital competencies and use of digital tools in order to explore their role in future in-class use of ICT. They also show that there are no gender differences in pre-service teachers’ prospective ICT integration. However, male pre-service teachers hold more positive attitudes towards ICT use than their female counterparts. Additionally, the findings reveal that the two strongest predictors of pre-service teachers’ future ICT use are their attitudes and perceived competency to teach and implement technology in their teaching practices. Finally, the results provide important information about teachers’ training needs. Implications of the results and further research are discussed.

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Section: Discussionsupporting

confidence: 89%

“…In other words, teacher educators should not only deliver content, but should also teach and model technology use. As shown by previous research, every effort can be effective in fostering the attitudes and self-efficacy of pre-service teachers and developing their competencies (Botturi 2019;Valtonen et al 2021).…”

Section: Discussionmentioning

confidence: 80%

“Do You Think You Have What it Takes?” – Exploring Predictors of Pre-Service Teachers’ Prospective ICT Use

Pozas

2021

Tech Know Learn

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“…A useful framework for specifying the higher-order thinking skills relevant for teachers and teacher education (Häkkinen et al, 2017;Valtonen et al, 2021) is provided by the generic skills described in twenty-first-century skills (Binkley et al, 2012). One of the four relevant elements (see Binkley et al, 2012) is critical thinking, which refers to purposeful and goal-directed activity in which one examines ideas, analyzes arguments, uses different modes of reasoning (e.g., inductive, deductive), and synthesizes information to formulate beliefs and solve problems.…”

Section: Individual Competenciesmentioning

confidence: 99%

A multidimensional adapted process model of teaching

et al. 2021

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In the present study, we aimed to specify the key competence domains perceived to be critical for the teaching profession and depict them as a comprehensive teacher competence model. An expert panel that included representatives from seven units providing university-based initial teacher education in Finland carried out this process. To produce an active construction of a shared understanding and an interpretation of the discourse in the field, the experts reviewed literature on teaching. The resulting teacher competence model, the multidimensional adapted process model of teaching (MAP), represents a collective conception of the relevant empirical literature and prevailing discourses on teaching. The MAP is based on Blömeke et al.’s, Zeitschrift für Psychologie, 223, 3–13, (2015) model which distinguishes among teacher competences (referring to effective performance of teachers’ work), competencies (knowledge, skills, and other individual competencies underlying and enabling effective teaching), and situation-specific skills of perceiving, interpreting, and making decisions in situations involving teaching and learning. The implications of the MAP for teacher education and student selection for initial teacher education are discussed.

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“…One of the 21st-century skills that pre-service physics teacher students must master is problemsolving skills (Ekici 2014;Sağlam and Dost 2014;Valtonen et al 2021). Various studies have been conducted to improve student problem-solving skills, especially physics.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Augmented Physics Animation Integrated Crosscutting Concept COVID 19 in Facilitating Problem Solving Skills and Disaster Preparedness

Guntara

Utami

2021

jpppf

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This study aimed to implement augmented physics animation integrated crosscutting concept COVID-19 in facilitating student problem-solving skills and disaster preparedness. This study used a quantitative approach. The research design chosen was a pre-experimental design with a posttest-only design with nonequivalent groups. The research was conducted at the Department of Physics Education, Universitas Sultan Ageng Tirtayasa. All students of the department are the research population. The sampling technique used was purposive sampling. The number of 35 students entered the experimental group, and 36 students entered the comparison group. The results showed that a) there was no difference in students' mastery of problem-solving skills in the experimental and comparison group. Asymp. Sig indicates a value of 0.187 or > 0.05, so it can be decided that H1 was rejected. b) There was a difference in the level of student COVID-19 disaster preparedness between the experimental and the comparison group. Asymp indicated this. Sig was 0.012 or < 0.05, so it could be decided that H2 was accepted. Therefore, it can be concluded that the implementation of augmented physics animation on the mastery of student problem-solving skills has not yet been seen but can already be seen in facilitating the level of preparedness of students in dealing with the COVID-19 disaster.

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How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective

Cited by 54 publications

References 40 publications

“Do You Think You Have What it Takes?” – Exploring Predictors of Pre-Service Teachers’ Prospective ICT Use

“Do You Think You Have What it Takes?” – Exploring Predictors of Pre-Service Teachers’ Prospective ICT Use

A multidimensional adapted process model of teaching

Implementation of Augmented Physics Animation Integrated Crosscutting Concept COVID 19 in Facilitating Problem Solving Skills and Disaster Preparedness

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