Improving 21st-Century Teaching Skills: The Key to Effective 21st-Century Learners

Autor/inn/en	Kim, Sharon; Raza, Mahjabeen; Seidman, Edward
Titel	Improving 21st-Century Teaching Skills: The Key to Effective 21st-Century Learners
Quelle	In: Research in Comparative and International Education, 14 (2019) 1, S.99-117 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499919829214
Schlagwörter	21st Century Skills; Competence; Teaching Methods; Elementary Secondary Education; Preschool Education; Cultural Differences; Feedback (Response); Reflective Teaching; Teacher Improvement; Foreign Countries; Teacher Competencies; Uganda; India; Ghana + Suchen Sie Ihr Suchwort? Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Vorschulerziehung; Kultureller Unterschied; Ausland; Lehrkunst; Indien
Abstract	The development of competencies known as 21st-century skills are garnering increasing attention as a means of improving teacher instructional quality. However, a key challenge in bringing about desired improvements lies in the lack of context-specific understanding of teaching practices and meaningful ways of supporting teacher professional development. This paper focuses on the need to measure the social quality of teaching processes in a contextualized manner. We do so by highlighting the efforts made to develop and measure teacher practices and classroom processes using the Teacher Instructional Practices and Processes System© (TIPPS) in three different contexts: Uganda (secondary), India (primary), and Ghana (pre-school). By examining how such a tool can be used for teacher feedback, reflective practice, and continuous improvement, the hope is to pave the way toward enhanced 21st-century teacher skills and, in turn, 21st-century learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01