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

Sharon Kim; Mahjabeen Raza; Edward Seidman

doi:10.1177/1745499919829214

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

Sharon Kim, Mahjabeen Raza, Edward Seidman

Applied Psychology

Research output: Contribution to journal › Article › peer-review

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.

Original language	English (US)
Pages (from-to)	99-117
Number of pages	19
Journal	Research in Comparative and International Education
Volume	14
Issue number	1
DOIs	https://doi.org/10.1177/1745499919829214
State	Published - Mar 1 2019

Keywords

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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10.1177/1745499919829214

Cite this

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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.",

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

Abstract

Keywords

ASJC Scopus subject areas

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