Vocational School Teacher Competence Need Analysis Based on 21st Century Learning For Millennial Generation

Iriani, Tuti; Handoyo, Santoso Sri

doi:10.18502/kss.v4i14.7943

Cited by 2 publications

(2 citation statements)

References 2 publications

(3 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To determine the major constituents of school teachers' transprofessional competences (TPCs) in the digital environment, we undertook a literature review (Liventsova et al, 2018;Claro et al, 2018;Starkey, 2020;Tican & Deniz et al, 2019;Iriani & Handoyo, 2020 and others) that revealed the directions in which teachers' skills, methods, tools and forms of labor have been transformed with the introduction of digital technologies into education (Selwyn et al, 2017). Moreover, there is a strong connection between digital education and intensification of teachers' work that calls for their psychological adjustment.…”

Section: Tpc Clusters Constituentsmentioning

confidence: 99%

Transprofessional competences of school teachers in the digital environment: education employers’ perspective

2021

View full text Add to dashboard Cite

The shift towards digitalization in education, intensified by the COVID-19 pandemic-related issues, has led to the emergence of a need to expand the borders of the teaching profession. To be effective in the digital environment, school teachers have to master new transprofessional competences (TPCs), enabling them to use the skill sets of other careers, gain new skills and abilities and find non-standard solutions to professional and pedagogical problems using digital technologies. This study investigated education employers' opinions (61 principals and deputy principals from 31 Russian secondary schools) about the comparative importance of TPCs for school teachers working in the digital environment and their perceptions of what barriers prevent teachers from developing TPCs. The survey used a three-item questionnaire asking the respondents to rank the TPCs and the TPC clusters in order of importance for teachers working with the digital and to describe the obstacles to teachers' TPC development. The findings revealed that the employers attached the greatest importance to psychological TPCs while assigning the least importance to digital citizenship TPCs. The major barriers to TPC development, in the respondents' opinion, lay in teachers' fear of new trends and their excessive workload. Based on the survey results, we designed a model of school teachers' transprofessional competences in digital teaching and learning that can be used as an assessment tool in different professional settings. The paper concludes with suggestions on how to overcome the barriers and help improve school teachers' TPC development.

show abstract

Section: Tpc Clusters Constituentsmentioning

confidence: 99%

Transprofessional competences of school teachers in the digital environment: education employers’ perspective

2021

View full text Add to dashboard Cite

show abstract

“…Metacognitive awareness also helps students meet the demands of the 21st century competencies (Akinmola, 2014;Karatas & Arpaci, 2021). Partnership for 21st Century Skills (P21) identifies the competencies needed in the 21st century, namely 4-C, including communication, collaboration, critical thinking, and creativity (Anggraeni & Sole, 2022;Bertsch, 2022;Iriani & Handoyo, 2020;Mullen, 2020). Based on these four competencies, metacognitive awareness has a major influence on one of the competencies, namely critical thinking (Cakici, 2018;Gholami et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

An analysis of preservice teachers critical thinking skills at Universitas Islam Balitar

Sofiyana

Sholihah²

2022

J. Edubiotik

View full text Add to dashboard Cite

The industrial revolution 4.0 in the 21st century presents its own challenges for all groups, including preservice teachers, to be able to quickly adapt to the progress of the times and technology, and solve all problems quickly, precisely, and wisely. To face the challenges of the 21st century, students need good critical thinking skills. By possessing good critical thinking skills, students can plan, monitor, and evaluate the steps they take both in learning activities and in problem solving. This study aims to describe the critical thinking skills of preservice teachers at the Faculty of Teacher Training and Education (FKIP) of Universitas Islam Balitar. This survey research was conducted in April–August 2020 with a total sample of 118 students from the Biology Education, Pancasila and Civic Education, English Education, and Elementary School Teacher Education study programs. Critical thinking skills were measured by an essay test and analyzed with the critical thinking rubric developed by Zubaidah et al. The data were analyzed descriptively. The results showed that the students' critical thinking skills were in the underdeveloped category.

show abstract

Vocational School Teacher Competence Need Analysis Based on 21st Century Learning For Millennial Generation

Cited by 2 publications

References 2 publications

Transprofessional competences of school teachers in the digital environment: education employers’ perspective

Transprofessional competences of school teachers in the digital environment: education employers’ perspective

An analysis of preservice teachers critical thinking skills at Universitas Islam Balitar

Contact Info

Product

Resources

About