Improving 21st-century teaching skills: The key to effective 21st-century learners
Improving 21st-century teaching skills: The key to effective 21st-century learners
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DOI：
10.1177/1745499919829214
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发表时间：
2019-03-01
影响因子：
2.1
通讯作者：
Seidman, Edward
中科院分区：
文献类型：
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作者：
Kim, Sharon;Raza, Mahjabeen;Seidman, Edward
作为提高教师教学质量的一种手段，被称为21世纪技能的能力的发展越来越受到关注。然而，实现预期改进的一个关键挑战在于缺乏对教学实践的具体情况的理解和支持教师专业发展的有意义的方法。本文着重于需要衡量教学过程中的社会质量在一个语境化的方式。我们这样做，强调努力发展和衡量教师的做法和课堂过程中使用教师教学实践和过程系统（C）（TIPPS）在三个不同的情况下：乌干达（中学），印度（小学），加纳（学前）。通过研究如何将这样的工具用于教师反馈，反思性实践和持续改进，希望为增强21世纪的教师技能铺平道路，反过来，21世纪的学习者。
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 (c) (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.