The Effect of a Stimulating Learning Environment on Pre-Service Teachers’ Motivation and 21st Century Skills

Nissim, Yonit; Weissblueth, Eyal; Scott-Webber, Lennie; Amar, Shimon

doi:10.5539/jel.v5n3p29

Cited by 60 publications

(51 citation statements)

References 12 publications

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“…The literature is rich with descriptions of the successes of student teachers whose teachers constructed their lessons with educational themes that were congruent with the new subject matter related to their academic disciplines (Nissim, Weissblueth, Scott-Webber, & Amar, 2016;Weissblueth, Nissim, & Amar, 2014). Among educational themes lies VR.…”

Section: In Generalmentioning

confidence: 99%

Virtual Reality (VR) as a Source for Self-Efficacy in Teacher Training

Nissim¹,

Weissblueth²

2017

IES

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The current study sought to explore the experiences of pre-service student teachers in a teaching unit in VR within a special course framework which was intended to enhance student-teacher's 21 st century skills and growth processes. In particular, how their experiences working with VR affected their self-efficacy. The research population comprised of 176 students studying in their second of a four years training course to become teachers in the K-12 educational system. The main research question was: Do teaching approaches employing VR effect student teachers' self-efficacy, interests, and creativity? If so, what are these effects? How does collaboration in VR classroom foster learners' social integration? The main findings of this study showed that using VR learning environments with student teachers helped them increase their self-efficacy and allowed them to be more innovative and creative. VR challenges learners with active teaching and learning, making student teachers active participants who create and innovate.

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Section: In Generalmentioning

confidence: 99%

Virtual Reality (VR) as a Source for Self-Efficacy in Teacher Training

Nissim¹,

Weissblueth²

2017

IES

Self Cite

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“…"Teaching and learning in the 21st century is filled with challenge and opportunity, especially when teaching students for whom English is a new language" (ibid, p. 5). Nissim et al (2016) asserts that the 21st century learning setting might be "a process-supporting system" that establishes a context in which learners learn more effective. Speaking and writing are two of the four main second language skills.…”

Section: Introductionmentioning

confidence: 99%

Relationship between 21st Century Skills, Speaking and Writing Skills: A Structural Equation Modelling Approach

Motallebzadeh¹,

Ahmadi²,

Hosseinnia³

2018

INT J INSTRUCTION

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Teaching and learning in the 21st century is dealt with challenges and novelties. This study was conducted to investigate the relationship between 21st century skills, EFL learners' speaking and writing skills. The participants comprised 122 EFL learners from three private language institutes of Mashhad. Their selection was based on convenience sampling and the participation was entirely voluntary. The instruments used in this study consisted of 21st century skills questionnaire developed by Ashraf, Motallebzadeh, and Arabshahi (2014). Pearson's correlation coefficient, independent sample t-test, and structural equation modeling (SEM) were run to analyze the relationships among the 21st century skills components. Results of Structural Equation Modeling indicated that 21st century skills had a significant relationship with students writing and speaking. The interrelationship among five sub-constructs of 21st Century Skills Questionnaire (critical thinking and problem solving, communication and collaboration, interpersonal skills, leadership, and technology literacy) were analyzed on speaking and writing scores. Among five sub-constructs of 21st century skills questionnaire communication and collaboration had the highest correlation with foreign language speaking score and technology literacy had the highest correlation with foreign language writing score.

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“…Dado que, la educación universitaria en la contemporaneidad debe replantearse la incorporación de modelos de enseñanzas creativos para el éxito del aprendizaje (Jahnke et al, 2015;Nissim et al, 2016). En este estudio se consideró 6 indicadores que pueden medirse de forma sistemática para evaluar el aprendizaje durante la formación investigativa en docentes.…”

Section: Resultsunclassified

Conjugación Práctica Para La Evaluación Formativa Del Aprendizaje

Solano-García

Pérez²,

Chauca

et al. 2019

Biotempo

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Th e search for strategies for learning represents a challenge at the educational level. Th e purpose of the study was the practical conjugation for the formative evaluation of learning in university teachers. From the implementation of the graduate program referred to the international diploma course "scientifi c creativity and technological innovation" that was developed at the National University "San Luis Gonzaga" of Ica, Peru, a learning scheme was established on 6 indicators: selection variable, research approach, type of scientifi c article oriented, cognitive recognition, methodological structure of interest and interpretation, and contribution criterion. Th ree teachers were randomly selected, and through the quantitative technique by content analysis the level of learning was considered. A score code of 12 to 20 was established, with only the 18 to 20 points being recognized as the level of excellence. When comparing the results among the teachers, there were statistically signifi cant diff erences (p <0.05) where a teacher ranked at the level of excellence when obtaining 18 points. Th e replication of the indicators in other teaching modalities was required to evaluate their possible contribution to the formation of learning in university teachers.

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The Effect of a Stimulating Learning Environment on Pre-Service Teachers’ Motivation and 21st Century Skills

Cited by 60 publications

References 12 publications

Virtual Reality (VR) as a Source for Self-Efficacy in Teacher Training

Virtual Reality (VR) as a Source for Self-Efficacy in Teacher Training

Relationship between 21st Century Skills, Speaking and Writing Skills: A Structural Equation Modelling Approach

Conjugación Práctica Para La Evaluación Formativa Del Aprendizaje

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