Improving 21st-century teaching skills: The key to effective 21st-century learners

Sharon Kim, Mahjabeen Raza, Edward Seidman

Research output: Contribution to journalArticlepeer-review


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.

Original languageEnglish (US)
Pages (from-to)99-117
Number of pages19
JournalResearch in Comparative and International Education
Issue number1
StatePublished - Mar 1 2019


  • 21st-century skills
  • Classroom observation
  • classroom quality
  • low- and middle-income countries
  • reflective practice
  • teacher professional development

ASJC Scopus subject areas

  • Education


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