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. 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

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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