Integration of Teaching Practice for Students' 21st Century Skills: Faculty Practice and Perception

Autor/inn/en	Wilcox, Diane; Liu, Juhong Christie; Thall, Jane; Howley, Tim
Titel	Integration of Teaching Practice for Students' 21st Century Skills: Faculty Practice and Perception
Quelle	In: International Journal of Technology in Teaching and Learning, 13 (2017) 2, S.55-77 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2576
Schlagwörter	21st Century Skills; Educational Practices; Teacher Attitudes; Teaching Methods; Skill Development; College Faculty; College Students; Problem Based Learning; Public Colleges; Interdisciplinary Approach; Student Evaluation; Correlation; Technology Integration; Information Literacy; Employer Attitudes; Competency Based Education + Suchen Sie Ihr Suchwort? Bildungspraxis; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Fakultät; Collegestudent; Problem-based learning; Problemorientiertes Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schulnote; Studentische Bewertung; Korrelation; Informationskompetenz; Arbeitgeberinteresse; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode
Abstract	21st Century Skills, including critical thinking, collaboration, communication, creativity and innovation, self-direction, global and local connections, and using technology as tools for learning, are considered essential for success in the workplace by employers. To meet these career needs, many universities use a variety of instructional methods to develop these skills in their students and provide professional development for faculty to integrate newer teaching strategies for students' preparedness with 2st Century Skills (Hixson, Ravitz, & Whisman, 2012; Koehler, Mishra, & Yahya, 2007). However, few studies to date have explored the instructional practices used to develop these skills, nor the instructors' perceptions of their teaching practices related to these skills. The purpose of this study was to investigate the extent to which instructors attempted to develop students' 21st Century Skills in class settings (Attempt), believed students developed those skills in their classes (Belief), and felt they effectively assessed these skills in their students (Assessment). As an exploratory study, the multiple regression statistical analysis results revealed that all three aspects of faculty perceived attempt, belief, and assessment could, in combination, significantly predict faculty frequency of teaching for students' 21st Century Skills. The study also discusses the reliability of a newly developed questionnaire for this purpose, related limitations, and provides suggestions for future study. (As Provided).
Anmerkungen	International Journal of Technology and Learning. Web site: https://sicet.org/main/journals/ijtt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01