Teachers' Awareness towards 21st Century Teaching and Its Implementation (Administrators' Perspective)

Abstract

Abstract-There has been many theories and approaches that has been suggested and implemented by teachers around the globe to ensure the effectiveness of the teaching and learning process. In recent years, Malaysia, along with other countries around the globe, has shifted the nation's educational policies and implementation towards the 21st century teaching and learning. This paper focuses on school administrators' awareness of 21st century skills and the implementation of these skills in their teaching and learning. This qualitative study of 2 Malaysian school administrators is hoped to be able to identify the school administrators' awareness of the 21st century skills and ascertain the implementation of the skills in the classroom activities from the administrators' perspective. The results obtained will be used as a preliminary data for the study conducted on school teachers.

Tamil Schoolteachers' Knowledge Competency on Implementing Creativity, Critical Thinking, Collaboration and Communication Skills in Classroom Learning

“…Therefore, Tamil school teachers are required to comply with existing MOE policies related to education. The MOE has specified that the 21 st century learning is the new direction for the education system (Ministry of Education Malaysia (MOE), 2014; Ewe et al, 2018). The decision to implement 21 st century skills among school students enables them to compete with the technological advancements of the present day (McGuire, 2015;Arbaa et al, 2017;Ewe et al, 2017).…”

The Attitude Competencies of Tamil Schoolteachers in Implementing Creativity, Critical Thinking, Collaboration, and Communication Skills in Classroom Learning

“…The 21 st century skills, also known as the 4C skills, encompass critical thinking, creativity, collaboration, and communication skills (National Education Association (NEA), 2012). These competencies are essential for students' academic and professional success (Alismail & McGuire, 2015;Arbaa et al, 2017;Ewe et al, 2018) and for developing a skilled workforce that can drive political (Centre for Curriculum Redesign (CCR), 2016), economic (Abdullah & Osman, 2010;Ruminar & Gayatri, 2018), and social progress (Alismail & McGuire, 2015).…”