Looking Inward to 21st Century Pedagogy

Doerksen, Rose

doi:10.7202/1039636ar

Cited by 3 publications

(2 citation statements)

References 10 publications

(21 reference statements)

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“…Therefore, all chances since enrollment till graduation must be exploited to train student teachers on new teaching techniques that encompass the implementation of ICTs. This will guarantee that everyday class will substitutes the learning outcomes of ICTs training program (Derya-Orhan & Kurt, 2017;Doerksen, 2016).…”

Section: Results Inmentioning

confidence: 99%

Towards Increasing Upper Egyptian Student Teachers’ Potentials to Emerge into the 21st Education Platform

El-Halawany¹

2018

IES

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The Ministry of Education in Egypt (MOE) has worked very hard to launch different initiatives to improve the Egyptian education system by using Information and Communication Technology (ICTs). The current research seeks to explore how Asyut student teachers perceive the upshots of these initiatives. Results are expected to shed light on the overall teacher education process in Asyut University and its role in preparing 21st century teachers. The current research is evolved to answer the following questions: 1) How Asyut student teachers describe their investment of ICTs to achieve academic purposes? 2) How Asyut student teachers describe their ICTs competencies? 3) How Asyut student teachers classify obstacles hindering the enhancement of their ICTs competencies? Results authenticate the growing awareness Asyut student teachers developed about ICTs and how it has become a substantial component of everyday 21st century education experience. They understand that it has become their gateway to the 21st century teaching platform. In the meantime, they recognize that their ability to successfully integrate ICTs into their teaching practice is a complex and multifaceted process. The current research adds to the body of literature in a few ways. Through analyzing the gains and drawbacks, Egyptian teacher education experienced in its attempt to integrate ICTs into teachers’ preparation process. The current research recommends: first, improving the existing training mechanism; second, ensuring funds will have the biggest impact on the largest number of student teachers; finally, getting training right is a priority.

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Section: Results Inmentioning

confidence: 99%

Towards Increasing Upper Egyptian Student Teachers’ Potentials to Emerge into the 21st Education Platform

El-Halawany¹

2018

IES

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“…Keperluan untuk memperkukuhkan konteks sosial pelajar ini sangat kritikal memandangkan sistem pendidikan kini dikatakan membosankan dan gagal mencapai standard antarabangsa (Schleicher, 2012) 11 . Menurut Doerksen (2016) 12 , guru perlu mengubah pedagogi pengajaran untuk abad ke-21 agar pelajar lebih berminat dan aktif ketika mengikuti pengajaran.…”

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Penggunaan Schoology Untuk Memerihalkan Isu Dalam Pendidikan Moral Menerusi Kelas Berbalik (Flipped Classroom) [The Usage of Schoology to Describe Issue in Moral Education Through Flipped Classroom]

Kutty

Gurusamy

Naidu

et al. 2019

MJSSH

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Penggunaan platform pembelajaran dalam proses pengajaran semakin meluas sejak kebelakangan ini. Dalam Pendidikan Moral, platform secara talian Schoology di dalam Kelas Berbalik (Flipped Classroom) telah menjadi wahana baharu di dalam Pendidikan Moral untuk mengembangkan pemikiran moral. Kajian kualitatif yang menggunakan reka bentuk kajian tindakan telah digunakan dalam kajian ini. Temu bual berfokus telah dilaksanakan terhadap 6 orang guru praperkhidmatan (GPP) opsyen Pendidikan Moral yang menggunakan platform Schoology. Dapatan kajian mengetengahkan GPP berupaya memerihalkan isu moral daripada tiga tema pembelajaran yang dibincangkan. Dapatan kajian juga mendapati GPPP berupaya mengembangkan elemen pemikiran moral setelah perbincangan dilaksanakan menerusi aktiviti seperti menonton video dan maklum balas yang diberikan di dalam platform secara talian Schoology (peringkat prapengajaran dan pasca pengajaran). [The use of learning platforms in the teaching process has been growing in recent years. In Moral Education, Schoology's online platform in Flipped Classroom has become a new mode to develop moral thinking. Qualitative studies using action research design have been used in this study. Focus interviews have been implemented on 6 Moral Education preservice teachers who use the Schoology platform. The findings highlighted that preservice teachers are able to describe the moral issues of the three learning themes discussed. The findings also found that Moral Education preservice teachers was able to develop the moral thinking element after discussions were conducted through activities such as watching videos and feedback provided on the platform online Schoology (pre-teaching and post-teaching).]

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Possibilities and problems of using drama to engage with First Nations content and concepts in education: A systematic review

Hradsky

Forgasz

2022

Aust. Educ. Res.

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Educators around the world are increasingly considering and seeking ways to challenge their role in the colonial project. Some have turned to embodied pedagogies as a way to encourage holistic, relationships-based learning in academies which traditionally prioritise cognitive, objective knowing. This review analyses 27 studies, published between 2007 and 2020, that draw on drama-based pedagogies to engage with First Nations content and concepts in early childhood, primary, secondary, and tertiary institutions. We found that drama provides powerful but often risky and unpredictable ways to enhance student, educator, and community learning, engagement, emotions, and relationships. The educator’s role is vital to enabling or preventing outcomes which contribute to the survival, dignity, and well-being of First Nations peoples. Ethical guidelines and issues must be carefully considered by anyone attempting to work in this complex, awkward space.

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Looking Inward to 21st Century Pedagogy

Cited by 3 publications

References 10 publications

Towards Increasing Upper Egyptian Student Teachers’ Potentials to Emerge into the 21st Education Platform

Towards Increasing Upper Egyptian Student Teachers’ Potentials to Emerge into the 21st Education Platform

Penggunaan Schoology Untuk Memerihalkan Isu Dalam Pendidikan Moral Menerusi Kelas Berbalik (Flipped Classroom) [The Usage of Schoology to Describe Issue in Moral Education Through Flipped Classroom]

Possibilities and problems of using drama to engage with First Nations content and concepts in education: A systematic review

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