Insights into Finnish first-year pre-service teachers’ twenty-first century skills

Abstract

This study focuses on Finnish pre-service teachers' perceptions of their 21st century skills, especially their learning strategies, collaboration and teamwork, as well as knowledge and attitudes related to ICT in education. The target group consist of 263 first-year pre-service teachers from three universities. The results outline how pre-service teachers perceive their twenty-first century skills, the relationships between different areas of these skills, and the differences among preservice teachers in terms of perceived skills. The results indicate that the pre-service teachers perceive themselves as skilled learners in terms of learning strategies used as well as collaboration and teamwork. When it comes to understanding how to use ICT in education, they perceived their level of knowledge lower. The strongest variation between respondents was seen in the areas of knowledge and attitudes related to the use of ICT in education.

Finnish student teachers’ perceptions of their development of 21st-century competencies

“…This means that student teachers and teachers' 21st-century competencies are crucial in supporting their students in achieving them. Häkkinen et al (2017) and Valtonen et al (2017) conducted research related to student teachers' acquisition of 21st-century competencies in the Finnish teacher education programme. Häkkinen et al (2017) presented a theorybased pedagogical framework for the 21st-century learning practices in teacher education which related to the process and strategies for collaborative problem-solving skills and strategic learning skills.…”

Supporting classroom dialogue through developing the Talkwall microblogging tool: Considering emerging concepts that bridge theory, practice, and design

“…Findings from this study point out that Finnish teacher students are optimistic about their strategic learning skills, but these strategic learning skills are not supported by their collaborative learning skills and attitudes. Instead, teacher students are less optimistic about their skills and their attitude towards the use of technology in teaching and learning, which varies a lot (Valtonen, et al, 2017). In conclusion, more effort is needed to invest in teacher education and preparing student teachers' digital competences.…”

Estructura de las competencias del siglo XXI en alumnado del ámbito educativo. Factores personales influyentes

“…No obstante, a partir de los efectos totales se precisa que los tres subconjuntos de las competencias en TIC indicen de forma positiva sobre las dos competencias de alta habilidad, fundamentalmente las competencias pedagógicas y las éticas. Estos resultados coinciden con los de otros estudios (González-González y Jiménez-Zarco, 2015; Perera y Gardner, 2018; Strømsø & Bråten, 2010, McMahon, 2009Lewin & McNicol, 2015;Valtonen et al 2017) en los cuales se ha encontrado una relación positiva entre dimensiones de las competencias en TIC y de las competencias de alta habilidad.…”

“…& McNicol, 2015) Valtonen et al (2017),. en profesorado en formación y dentro del modelo del TPACK, encontraron una correlación positiva entre el conocimiento tecnológico pedagógico y el pensamiento crítico, aprendizaje autorregulado, y sus propias dimensiones de colaboración y trabajo en equipo.…”