Redefining Excellence: Teaching in Transition, From Test Performance to 21st Century Skills

Nehring, James; Charner-Laird, Megin; Szczesiul, Stacy

doi:10.1177/0192636519830772

Cited by 16 publications

(14 citation statements)

References 20 publications

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“…Learning to support these skills must be student-centred and include three domains, namely interpersonal, cognitive aspects and the domain of intrapersonal competencies, each of which contains general competencies. Communication and collaboration are included in the interpersonal domain (Nehring, Charner-Laird, & Szczesiul, 2019).…”

Section: Resultsmentioning

confidence: 99%

Industry Perceptionson the Need ofGreen Skills inAgribusiness Vocational Graduates

Handayani¹,

Ali²,

Wahyudin³

et al. 2020

JTET

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One of the global issue trends in vocational education is greening to support the achievement of sustainable development. Industry as one of the main stakeholders of vocational schools needs to know their views regarding the skills of prospective workers they need. This study aims to identify industry perceptions on the necessity of green skills in agribusiness vocational graduates. Five elements of green skills studied here are environmental awareness, innovation skills, communication skills, adaptability, and management of waste. A descriptive research design with quantitative approach was used in this research. Data was be gathered through a questionnaire involving fifty practitioners from various types of food industries. The result showed that the industry practitioners agreed that green skills is required by agribusiness vocational graduates. This finding can be used as a guide in integrating green skills into the agribusiness vocational curriculum by considering the skills most needed based on industry perceptions.

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Section: Resultsmentioning

confidence: 99%

Industry Perceptionson the Need ofGreen Skills inAgribusiness Vocational Graduates

Handayani¹,

Ali²,

Wahyudin³

et al. 2020

JTET

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“…Mengintensifkan praktik lama permintaan instruksional tingkat rendah dan tes standar tidak akan membawa kita berkembang. Sehingga, keunggulan pendidikan harus didefinisikan ulang (Nehring, 2019). Tingkat yang lebih tinggi dari self-efficacy yang dirasakan dari keterampilan abad ke-21 adalah literasi (Thiel, 2019).…”

Section: Pendahuluanunclassified

Coaching untuk Guru Membuat Modul Ajar dan Melaksanakan Pembelajaran Proyek untuk Meningkatkan Keterampilan Abad Ke-21 dan Keterampilan Literasi Murid

Hermawan

Rosfiani

Syamsudin

et al. 2022

kjpkm

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21st century skills are important for students to develop self-efficacy through problem-solving, critical thinking, collaboration, communication and creativity. A high level of 21st century skill self-efficacy is literacy. An empirical observation related to found literacy is the low literacy of teachers at a private madrasah in Bogor, West Java. For this reason, teachers are coached to create lesson her modules and conduct project learning to improve 21st century skills and student literacy. Direct instruction is a teaching strategy in which a coach (instructor) presents new knowledge or skills that can be followed by a coachee (teacher). This coaching influences the reading comprehension of teachers so that teachers acquire the skills to design, implement and assess reading comprehension in four primary reading comprehension subjects namely Science, Social Studies, Indonesian and PKN. can do. Because teachers teach reading and writing skills to students in the context of the lesson.

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“…Intensifying the old practice of low-level instructional requests and standardized tests will not lead us to progress. Thus, educational excellence must be redefined (Nehring, Megin C-L & Stacy, 2019). So far, however, there has been little discussion about developing 21st-century skills and literacy skills of elementary school students through constructivist-based planning and assessment.…”

Section: Introductionmentioning

confidence: 99%

Developing 21st Century Skills and Literacy Skills for Elementary School Students Through Constructivist-Based Planning and Assessment of Critical Engagement Models

Rosfiani¹,

Hermawan²,

Sutisnawati³

2022

Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022)

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Students' 21st-century skills are acquired through literacy. Teachers can train students to read, write, and solve problems using a mix of teaching strategies, and ePortfolios. However, in reality, the teaching carried out by teachers has not been able to develop students' 21st-century skills, due to the low literacy skills of teachers. This study aims to develop the 21st-century skills of elementary school students by improving literacy skills of reading, writing, speaking and problemsolving in Indonesian, Science, Social Sciences, and Citizenship Education subjects. This is done by providing technical guidance to elementary school teachers in designing constructivist lesson plans, worksheets, and reading literacy assessments. The findings suggest that the teacher follows all learning procedures in training students to acquire all 21st-century skills. The teacher develops students' creativity skills through project work that produces artifacts of students' work. The teacher develops students' collaboration/collaboration skills through small groups. The teacher trains critical thinking skills through literacy programs that support students to acquire many new words from new insights; The development of communication skills can be done by the teacher by preparing each student in turn to present their answers, ideas, and ideas. Problem-solving and inquiry skills in groups can be developed by organizing equality and involving all students.

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Redefining Excellence: Teaching in Transition, From Test Performance to 21st Century Skills

Cited by 16 publications

References 20 publications

Industry Perceptionson the Need ofGreen Skills inAgribusiness Vocational Graduates

Industry Perceptionson the Need ofGreen Skills inAgribusiness Vocational Graduates

Coaching untuk Guru Membuat Modul Ajar dan Melaksanakan Pembelajaran Proyek untuk Meningkatkan Keterampilan Abad Ke-21 dan Keterampilan Literasi Murid

Developing 21st Century Skills and Literacy Skills for Elementary School Students Through Constructivist-Based Planning and Assessment of Critical Engagement Models

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