An Analysis of Elementary Teaching Undergraduate Program in Terms of 21st Century Skills

Autor/in	Kanmaz, Ahmet
Titel	An Analysis of Elementary Teaching Undergraduate Program in Terms of 21st Century Skills
Quelle	In: Education Quarterly Reviews, 4 (2021) 2, S.526-538 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kanmaz, Ahmet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2657-215X
Schlagwörter	Elementary School Teachers; Preservice Teachers; Undergraduate Students; Teacher Education Programs; 21st Century Skills; Teacher Competencies; Student Attitudes; Foreign Countries; Program Evaluation; Turkey + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; Schülerverhalten; Ausland; Programme evaluation; Programmevaluation; Türkei
Abstract	21st century skills emerge is one of the most crucial competencies that need to be considered in teacher education. With this in mind, the fundamental objectives of this study is to analyze the pre-service teachers' competencies and perceptions of 21st century skills that are effectively present in today's world. Explanatory mixed method was applied in this study. The aim of the study is to reveal the adequacy of the undergraduate elementary teaching program in the acquisition of 21st century skills from the perspective of pre-service teachers. In the study, quantitative data was collected through descriptive screening method, and qualitative data was collected through phenomenological analysis. 21st century skills scale was utilized to collect quantitative data, and semi-structured interview form was used to collect qualitative data. The sample of the study consists of 411 pre-service elementary teachers studying at a state university. According to the findings obtained, preservice teachers perceived themselves quite sufficient in terms of "21st century skills". Given the qualitative findings, pre-service teachers reported that the learning-teaching processes were ineffective in the context of achieving 21st century competencies. As a matter of fact, 21st century skills are defined as skills that should be acquired within the scope of the elementary teaching undergraduate program. Failure to teach these skills emerges as the most significant limitation of the program. In particular, these skills and evaluations should be incorporated into the curricula content of faculties of education. (As Provided).
Anmerkungen	Asian Institute of Research. 5th Floor, Kavling 507, Fajar Graha Pena Tower, Jl. Urip Sumohardjo No.20, Makassar, South Sulawesi, 90234, Indonesia. Tel: +62-411-366-2280; Fax: +62-411-366-2101; e-mail: editorial@asianinstituteofresearch.org; Web site: https://www.asianinstituteofresearch.org/eqr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01