Enhancing and Modeling Teachers’ Design Beliefs and Efficacy of Technological Pedagogical Content Knowledge for 21st Century Quality Learning

Chai, Ching Sing; Koh, Joyce Hwee Ling; Teo, Yiong Hwee

doi:10.1177/0735633117752453

Cited by 85 publications

(60 citation statements)

References 35 publications

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“…The ability to think critically, solve problems, be innovative, communicate, and collaborate are important competencies in entering the life of the 21 st century. The use of technology in the 21 st century's learning is in line with research conducted by Chai (2018) which shows that the 21 st century's learning is supported by technology and designs comprehensive skills to address the 21 st century technological challenges.…”

Section: Introductionsupporting

confidence: 69%

The Development of Enrichment Book of Writing Negotiation Texts: The 21st Century’s Competencies of Senior High School Students

Rofingah

Zulaeha

Wagiran

2020

seloka

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The enrichment book is one of the supporting tools of learning activities directed in developing of students’ knowledge, insights, and skills. The purpose of this research is to describe the profile and acceptability of the development of enrichment book in writing negotiation texts based on the 21st century’s competencies that are in appropriate with the students’ and educators’ needs. This research was conducted by seven stages that used a research and development design. The seven stages are (1) potential and problems, (2) information and data collection, (3) design of book’s profile, (4) validation test (5) revision (6) limited trial, and (7) final revision. The result of this research is a development of enrichment book for writing negotiation texts that is compiled with 21st century’s competencies (4C) which is directed at 21stcentury learning. The negotiation text that is developed contains of the 21st century’s competencies aspects, namely critical-thinking, creative, communicative, and collaborative. The acceptability of enrichment books for educators and students is an enrichment book that helps them understand and increase their knowledge of the materials in writing negotiation texts, and the presentation of enrichment book is adjusted to students’ characteristics and their development level. The theoretical benefits of this research can be used as an alternative theory in developing an enrichment book that is customized to the need of 21st century’s students. The practical benefit can be used as a guide-book for the educators.

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Section: Introductionsupporting

confidence: 69%

The Development of Enrichment Book of Writing Negotiation Texts: The 21st Century’s Competencies of Senior High School Students

Rofingah

Zulaeha

Wagiran

2020

seloka

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“…Future research directions might involve a bigger focus on many of the aspects that have been discussed in this study, including more emphasis on the examination of new instruments and theoretical frameworks, as well as how to adapt the specificities of social studies education in such models. For instance, it should be determined in the future whether alternative conceptualisations, such as the TPACK-21CQL model, which focuses on 21st century quality learning (Chai et al, 2019), are a better fit in the assessment of these competences.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model

Miguel-Revilla

Martínez-Ferreira

Agustí

2020

AJET

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Fostering the digital competence of educators is a key aspect that can be addressed in initial teacher training. The TPACK model (Mishra & Koehler, 2006) can be complemented with an approach that takes the Digital Competence of Educators framework (Redecker & Punie, 2017) and 21st century competences into account. This study analysed the practical utility of this conceptual model, and the effectiveness of a teaching intervention in a university setting, during two academic years, with social studies secondary education prospective teachers. Using a quantitative approach and the TPACK-21 questionnaire (Valtonen et al., 2017), the study examined the starting point and evolution of the participants. Results indicate the adequacy of the framework and instrument used and favourable progress towards competence after the assessment of seven factors. Although pre-service teachers showed a low degree of confidence regarding their capabilities of integrating technological with pedagogical and content knowledge, especially in three of the components, this obstacle was overcome after the intervention. It is possible to conclude that the pedagogical and conceptual orientation of the teaching proposal has shown a positive effect, evidencing the effectiveness of a comprehensive approach capable of adapting to the specificity and challenges of social studies education.

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“…This application can ease and assist lecturers or instructors to know the competencies of the Pre-service teacher. Several studies showed the importance of increasing teacher professionalism in learning in various fields by utilizing technology emphasizing in pedagogical aspects (Ajmain et al, 2019;Anagun, 2018;Chai et al, 2019;Chou et al, 2018;Ismail et al, 2018;Tican, & Deniz, 2019;Van Hong et al, 2018). The results of those studies support the idea of developing an evaluation model for the pedagogic competence conducted in this study.…”

Section: Discussionmentioning

confidence: 99%

Development of Web-based Application for Teacher Candidate Competence Instruments: Preparing Professional Teachers in the IR 4.0 Era

Kartowagiran¹,

Suyanta²,

Hamdi³

et al. 2020

EUROPEAN J ED RES

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This research aimed to develop a web-based application for teacher candidate competence instruments to prepare professional teachers in the Industrial Revolution 4.0 (IR 4.0) era. Teacher candidate competencies consist of pedagogical, professional, social, and personality competences. This is a research and development with 8 stages, involving the development of instrument grids/ construct, focus group discussions, instrument item development, instrument validation, manual instrument testing, application development, application assessment by experts, application trial, and final revision of the application. The initial focus group discussions involved 9 experts, while the instrument validation involved 35 experts consisting of 21 experts for pedagogical and professional competences, 7 experts for social competences, 7 experts for the personality competences, and 4 media experts. The trial involved a total of 107 Mathematics, Indonesian, and English student teacher candidates. Expert validation was analyzed using the Aiken formula; application effectiveness and readability were described based on expert judgment, and discrimination tests on the results of social and personality competence tests between the study programs used the Multivariate Analysis of Variants. The results showed that there were no differences in social and personality competences between Mathematics, Indonesian, and English prospective teachers. The developed instruments for pedagogical, professional, personality, and social competences were deemed valid. The application has met the readability aspect and is scored well by experts with an average assessment rating of .78. These results suggest that the application can be used by the government as a solution to assess teacher candidate competences in the IR 4.0 era.

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Enhancing and Modeling Teachers’ Design Beliefs and Efficacy of Technological Pedagogical Content Knowledge for 21st Century Quality Learning

Cited by 85 publications

References 35 publications

The Development of Enrichment Book of Writing Negotiation Texts: The 21st Century’s Competencies of Senior High School Students

The Development of Enrichment Book of Writing Negotiation Texts: The 21st Century’s Competencies of Senior High School Students

Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model

Development of Web-based Application for Teacher Candidate Competence Instruments: Preparing Professional Teachers in the IR 4.0 Era

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