Preparing Pre-service Teachers for 21st Century Skills Education

Alahmad, Abdalhamid; Stamenkovska, Tatjana; Győri, János Gordon

doi:10.52398/gjsd.2021.v1.i1.pp67-86

Cited by 11 publications

(5 citation statements)

References 41 publications

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“…T he global, organizational, and technical evolution of the 21st century has created the urgent need for learners to acquire complex skills across all levels of education and training (Maddens et al, 2020;OECD, 2018). Complex 21st century skills (21CS), such as creativity, complex problem solving, and collaborative learning, are usually characterized and understood as skills that integrate conceptual knowledge, operative technique, and social affective attitude, which can help people solve complex and unstructured problems in real life (Alahmad et al, 2021;Jian et al, 2021). The cultivation of students' complex 21CS is an increasing challenge for people learning and working in current and future societies.…”

Section: Introductionmentioning

confidence: 99%

A whole learning process-oriented formative assessment framework to cultivate complex skills

Xu,

Shen,

Islam

et al. 2023

Humanit Soc Sci Commun

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In the 21st century, cultivating complex skills has become an urgent educational need, especially in vocational training and learning. The widespread lack of formative assessment during complex problem-solving and skill-learning processes limits students’ self-perception of their weakness and teachers’ effective monitoring of students’ mastery of complex skills in class. To investigate methods of how to design and carry out formative assessments for the learning of complex skills, a whole learning process-oriented formative assessment framework for complex skills was established. To verify the feasibility and effects of the formative assessment, a controlled experiment involving 35 students majoring in industrial robotics from one of Shanghai’s Technical Institutes was designed. The results indicate that the formative assessment can effectively promote students’ learning of conceptual knowledge and the construction and automation of cognitive schema as well as improve students’ competency in the implementation and transference of complex skills. In addition, the formative assessment, which can optimize the allocation of psychological effort by increasing the proportion of germane cognitive load within the overall cognitive load, does not place an additional cognitive load on students. It can provide methodological support for promoting students’ learning of complex skills.

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Section: Introductionmentioning

confidence: 99%

A whole learning process-oriented formative assessment framework to cultivate complex skills

Xu,

Shen,

Islam

et al. 2023

Humanit Soc Sci Commun

View full text Add to dashboard Cite

show abstract

“…Additionally, the 4C1V framework, based on the P21 framework, emphasizes communication, collaboration, critical thinking, creative thinking, and values and ethics as important components of 21st century skills (Shafie et al, 2019). Furthermore, the OECD framework, the Partnership of 21st Century Skills in teaching and learning, and the key competencies for lifelong learning framework proposed by the European Commission are also integral to the development of 21st-century skills (Alahmad et al, 2021).…”

Section: St Century Math Skillsmentioning

confidence: 99%

Computational Thinking Skills in 21st Century Mathematics Learning

Mendrofa

2024

jiip

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Computational thinking skills are a crucial mental skill in the 21st century, enabling individuals to solve problems, understand data, and make decisions with a structured and computational-based approach. Integrating computational thinking skills in mathematics learning has an important role in preparing students to become skilled in thinking computationally in the 21st century. The method used in this research is library research in which relevant data are collected from sources such as books, dictionaries, journals, magazines, and others without the need to conduct direct investigations in the field. Applying computational thinking in mathematics learning will foster skills such as decomposition (breaking down a problem into manageable parts), pattern recognition, abstraction, and algorithm design as well as developing analytical and abstract thinking skills.

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“…If skills adjustments are considered to match the global educational demands, the higher education sector has to rethink a suitable model to address these adjustments. In that case, higher education institutions are expected to focus on critical elements of relevant pre-service training and emphasize applying the skills during teacher training (Alahmad et al, 2021). Bakhshi et al (2017) Professional Standards and Self-efficacy in Teaching Ene (2021) and Menon and Azam (2020) projected the importance of self-efficacy in teaching, which essentially determines one's extent of ability to perform a particular task.…”

Section: Skills and Behaviors Of Workforcementioning

confidence: 99%

Key Elements of Relevant Pre-service Training from the Perspectives of Science Education Graduates

Cabansag

2023

TNL

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The challenges in schooling brought by a pandemic point to the importance of relevant practices responsive to the dynamics in the workplace and suggest rethinking the pre-service training in higher education. The study used the triangulation in mixed methods research among the 24 purposely selected science education graduates. The qualitative data was gathered through interviews, and the contexts of narratives were analyzed thematically. The survey results on attaining professional standards represent the quantitative data, and the two data sets were merged for analysis and comparison. The merging of the identified themes and quantitative results revealed that thekey elements relevant in pre-service training are procedural and pedagogical content knowledge that facilitates learning, skills for lifelong learning, behaviors for self-regulation, and behaviors supporting effective teaching. These fundamental elements in teaching are recommended as the basis for determining pre-service teachers' readiness toward actual teaching practice.

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Preparing Pre-service Teachers for 21st Century Skills Education

Cited by 11 publications

References 41 publications

A whole learning process-oriented formative assessment framework to cultivate complex skills

A whole learning process-oriented formative assessment framework to cultivate complex skills

Computational Thinking Skills in 21st Century Mathematics Learning

Key Elements of Relevant Pre-service Training from the Perspectives of Science Education Graduates

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