New Language Learning Environment: Employers’ - Learners’ Expectations and the Role of Teacher 4.0

Peredrienko, Tatiana; Belkina, Oksana; Yaroslavova, Elena

doi:10.29333/iji.2020.1338a

Cited by 21 publications

(17 citation statements)

References 7 publications

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“…The results in Figure 4 show what is desirable in the profile of teachers. The teacher must promote these in his/her students, as mentioned by Peredrienko et al [17]. These attitudes will be of great value for the student to integrate into the labor market in a context that requires knowledge for an increasingly digitalized world.…”

Section: Discussionmentioning

confidence: 99%

“…Also, they propose four central components of Education 4.0 to be used as a reference for the design of new educational innovation projects: (i) Competencies, (ii) Learning Methods, (iii) Information and Communication Technologies, and (iv) Infrastructure. A 4.0 teacher must have the same competencies demanded of students: digital literacy, critical thinking, and problem-solving, which is of great interest to employers, who are the main stakeholders in education [17]. Prieto et al [18] outlined an Industry 4.0 Technologies Laboratory (I4Tech Lab), a technological environment for academic research and industrial promotion of related technologies, supported by an active-learning teaching methodology.…”

Section: Introductionmentioning

confidence: 99%

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Characterization of the Teaching Profile Within the Framework of Education 4.0

Ramírez-Montoya¹,

Aguirre²,

Zúñiga-Ojeda³

et al. 2021

Preprint

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Education 4.0 postulates the flexible combining of digital literacy, critical thinking, and problem-solving in training environments linked to real-world scenarios. Therefore, teachers are challenged to find or develop new methods and resources to integrate into their curricula to help students develop these desirable and necessary skills; hence, the question: What are the characteristics of a teacher to consider within the framework of Education 4.0? This article presents a study carried out in a higher education institution in Ecuador. The objective was to identify the teaching profile required in new careers within the framework of Education 4.0. The descriptive, exploratory methodology applied quantitative and qualitative instruments (surveys) to 337 undergraduate students in education careers and 313 graduates. It also included interviews with 20 experts in the educational field and five focus groups with 32 rectors, school principals, university professors and specialists in the educational area. The data was triangulated, and the results were categorized in (a) processes as facilitators (b), soft skills, (c) human sense and (d) use of technologies. This article may be of value to administrators, educational and social entrepreneurs, trainers, and decision-makers interested in implementing innovative training programs.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Characterization of the Teaching Profile Within the Framework of Education 4.0

Ramírez-Montoya¹,

Aguirre²,

Zúñiga-Ojeda³

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…For teachers, this is doubly important because this condition their work and their students'. Today more than ever, a teacher must have the skills to keep pace with advances and innovations in their professional field and the areas of interest of their students [86]. Universities cannot anticipate or prepare new teachers for the multiplicity of challenges they will encounter when practicing the profession.…”

Section: Discussionmentioning

confidence: 99%

Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0

2021

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Education 4.0 prepares new generations to develop the skills required to perform in a technological, dynamic, and unpredictable world. The main barrier to implementing Education 4.0 in schools is that teachers have not been trained for it. Given the advances and new resources of the technological field, teacher preparation will be insufficient if it focuses on technological skills but does not incorporate the necessary dispositions for lifelong learning. Universities have the ethical imperative to update teacher education so teachers can become lifelong learners. The objective of this study was to understand whether practice-based curricula offer opportunities to promote lifelong learning tendencies. We used a sequential explanatory method. Quantitative and qualitative instruments were applied to pre-service teachers (survey: n = 231, semi-structured interviews: n = 8), and causal and descriptive approaches were supported by a structural equation model and constant comparative method, respectively. Data triangulation confirmed and added depth to the relationship found. Practice opportunities provided by teacher educators in learning activities and assessment tasks promote curiosity, motivation, perseverance, and self-learning regulation, when they are (i) systematic; (ii) relevant to the classroom work; (iii) presented with clear instructions and effective rubrics; (iv) accompanied with feedback focused on the task, soliciting reflection, and performed by peers and teacher educators in a trustworthy environment. This research may be of value to universities looking to renew their Education 4.0 programs because it shows that practice-based curricula not only transform pre-service teachers into teaching experts but also into lifelong learners.

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“…Additionally, they proposed four central components of Education 4.0 to be used as references for the design of new educational innovation projects: (i) competencies, (ii) learning methods, (iii) information and communication technologies, and (iv) infrastructure. An Education 4.0 teacher must have the same competencies demanded of students: digital literacy, critical thinking, and problem-solving, a fact that is of great interest to employers, who are the main stakeholders in education [9].…”

Section: Education 40 In the Field Of Teaching Processesmentioning

confidence: 99%

Characterization of the Teaching Profile within the Framework of Education 4.0

et al. 2021

View full text Add to dashboard Cite

The authors of the Education 4.0 concept postulated a flexible combination of digital literacy, critical thinking, and problem-solving in educational environments linked to real-world scenarios. Therefore, teachers have been challenged to develop new methods and resources to integrate into their planning in order to help students develop these desirable and necessary skills; hence, the question: What are the characteristics of a teacher to consider within the framework of Education 4.0? This study was conducted in a higher education institution in Ecuador, with the aim to identify the teaching profile required in new undergraduate programs within the framework of Education 4.0 in order to contribute to decision-making about teacher recruitment, professional training and evaluation, human talent management, and institutional policies interested in connecting competencies with the needs of society. Descriptive and exploratory approaches, where we applied quantitative and qualitative instruments (surveys) to 337 undergraduate students in education programs and 313 graduates, were used. We also included interviews with 20 experts in the educational field and five focus groups with 32 chancellors, school principals, university professors, and specialists in the educational area. The data were triangulated, and the results were organized into the categories of (a) processes as facilitators (b), soft skills, (c) human sense, and (d) the use of technologies. The results outlined the profile of a professor as a specialized professional with competencies for innovation, complex problem solving, entrepreneurship, collaboration, international perspective, leadership, and connection with the needs of society. This research study may be of value to administrators, educational and social entrepreneurs, trainers, and policy-makers interested in implementing innovative training programs and in supporting management and policy decisions.

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New Language Learning Environment: Employers’ - Learners’ Expectations and the Role of Teacher 4.0

Cited by 21 publications

References 7 publications

Characterization of the Teaching Profile Within the Framework of Education 4.0

Characterization of the Teaching Profile Within the Framework of Education 4.0

Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0

Characterization of the Teaching Profile within the Framework of Education 4.0

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