In the thematic analysis, a total of 1812 responses were generated based on the question posed on ResearchGate: what skills should teachers have in the 21st century to promote high-quality learning. In the previous step, we had organized the texts of the messages as records, one per row.
Ability to Select, Analyse, Synthesise, Infer, Rationalise
Central to the required skills that the educators addressed were critical thinking, problem solving, collaborative learning, learner-centred teaching and digital literacy. Some of the categories in Table 4.1 relate to the student; others relate to the teacher/researcher (eg professional development), others apply to both the student and teacher/researcher (eg lifelong learning).
Building Knowledge, Constructivism
But among such tools must be the ability to analyze knowledge (and) the ethical human actions that result from the use of knowledge.—Sergio Silva. In the 21st century, knowledge building is fostered by building a bridge from the known to the new.
Change Agents
Developing Digital Literacy in Teachers and in the Classroom
In order to respond to these challenges, teachers must further refine and develop their skills in text selection, analysis, and synthesis so that they can help students become critical consumers and producers. Two of his students, Anderson and Krathwohl, revised the skills in 2001 where, for example, evaluation and synthesis became creation and evaluation.
Ethics
The posters understand the need for greater attention to developing these skills in an age of easy access to diverse authors and texts.
Facilitating Fast, Critical, and Effective Feedback
It should be the teacher's job to focus on activities and pedagogy that emphasize the role of the student and the production of knowledge. New skills were incorporated into the broad notion of computer literacy, especially with the rise of the Internet. Teachers and students should be exposed to the possibility of co-teaching and co-learning in a community.”—Francisco Cua.
Under this heading, the following poster reminds us of the importance of spirituality, starting with the teacher.
Generating Problem-Based Learning Situations, Guide by the Side
Embedded in that mindset is that students should be empowered to choose the context of their learning. If the curriculum is well designed, students should be able to choose their own context (their applications) as proof of their learning. —Francisco Cua. The implication (then) is that students should be free to choose not only how they learn, but also what they learn.
A later poster agrees: "Teachers should be "facilitators" of knowledge, teaching the students, providing the tools, the techniques to explore, create, understand and share information.
Holistic Learning: Inter-, Multi-, Trans-Disciplinary
Inspiring, Innovating, Inventing, Imagining
Knowledge building should be a partnership between teachers and students and students with other students and members of the wider community. I also believe that teachers should be literate in communications technology to be aware of the information resources we can access. — Mariyam Nashida. Some contributions suggest that 21st century teachers who are digitally literate can actually lead classroom revolutions.
There are few who don't play – the way people learn will change as quickly as their brains change.
Job Needs, Entrepreneurial Skills and the Global Village
By global village skills we mean learning the skills needed to cope in a global village with international competition for jobs. He thinks: «What does it mean that the graduates have the skills that employers need. The skills that 21st century teachers must have today are determined by employers and not so much by the Ministry of Education or the Ministry of Education.
While this is true to some extent, employers and teachers will not always know the skills needed for the future.
Knowing Your Students, Caring for Them
Undoubtedly, the teacher should create a suitable environment in the lecture hall or in the laboratory, strengthening the teacher-teacher relationship. At the point in the process where the student must reflect and express subjectivity, there must be a human facilitator, mentor, guide, and this point cannot be rushed or ignored. The best teacher is "with" the student at every crucial step in the learning process, sharing in learning and teaching.
Today, research and experience in increasingly global classrooms reveal the interplay of factors that influence student learning.
Learning to Learn with Curiosity, Lifelong Learning
Creativity and innovation, self-esteem and learning should be stimulated so that students can achieve them no matter what comes next.»—. Perhaps it is time to redeem the broader meaning of the word master and its function in our society.—Sergio Silva. Learning, unlearning and relearning are the processes that must be followed to keep up with modern ways of teaching.—Muhammad Iqbal.
One of the skills of the 21st century teacher will be to help students discover systematized knowledge and encourage them to use those skills, organize and lead learning situations involving students, and articulate around learning processes.—Sérgio Silva.
Metacognitive Skills
Non-invasive Education
Back then, being computer literate meant knowing basic topics like how an operating system works, how to save, copy, open, delete, or print a file, how to format a disk, how to use specific types of software ( eg text editor, spreadsheet). While today coding skills are seen as beyond the reach of the average [non-mathematical] person, “the number of jobs for programmers and computer scientists is growing rapidly, with demand far outstripping supply” (Resnick 2013). One of the most obvious consequences of this is what we call developmental progress.
The teacher's role is that of a connector, a motivator (inspiring students to engage in their own learning) and a designer and maintainer of positive learning environments. This does not mean that Nigeria is on the right track as entrepreneurship courses are not directly related to students' major courses. The teacher's strategy should be to care for the standard of the class and the student.
Outcomes
Through educationally supported global learning networks with clear and purposeful expectations and outcomes, teachers and students from diverse backgrounds can come together to learn about each other, build new knowledge, and solve problems. We considered the case of non-invasive education, which is heavily dependent on students learning from each other and from the world. RESEARCH the background of the problem (the background can be theoretical overview or empirical operational knowledge);.
With 21st century learners in mind, it recognizes the importance of putting some of the learning in the hands of the learners and giving them the autonomy to articulate what they need to learn next.
Participatory Learning, Playing
Students in the class IN THE PLAYING FIELD will not be able to meet the same challenge if the PLAY continues. In turn, Cua's ideas are clarified by Edwards giving a concrete example: «My control is based on the design of "the game", and enforcing its rules. My essential question to them is, "What is your heart's desire?" They cannot incite crime, so they must use their wealth to develop their avatar's role in the life of the town.
Potter's caution about using games exclusively is a warning to any singular teaching approach to the production of knowledge.
Questions and Question Generating
Regular Upgrading of Course Materials, Reflecting on Relevance
It is an open problem to decide to what extent we should 'prepare' the teachers for this. In addition, he looked through the keyhole of the door to see what was happening in the classroom.
Skills in Social and Work-Related Networks
So I think that the social function of the school has often been (a) rather limited view that only favors the process of teaching and learning in a very technical and limited sense of an educational process that should be particularly human (which privileges human) and social (socially produced by the relationship with others).—Sérgio Silva. We need educational technologies; technologies that are "teacher-free" (ie, those that work independently of the teacher). We also need "social mechanisms" where students have the opportunity to be motivated to get their interest started, as well as get the necessary education so that they are able to be useful to society and happy as people.» - Dorin Isoc.
It is challenging (and some might say impossible) to develop skills for an unknown future: an unfamiliar landscape of everyday life and work.
Thinking: Critically and Creatively, Logical Minds
We need to devise assessments with criteria that challenge students to think critically; to go beyond the information they need to read or the information they find and then defend their choices and positions.
Uncertainty, Diachronic Teaching
Verification or How Do We Know Students Are Learning?
Willingness to Learn, Worth Doing Is Hard, Work Engaging—
The old bureaucratic era is being destroyed and "The culture of the new capitalism" as Richard Sennett calls (it) has taken over. This is an essential factor in understanding the nature of the 21st century classroom. Without an enormous budget, and by engaging the students' individual interests and passions, the teacher's role becomes that of "cognitive master," the student's role, "cognitive apprentice."—Jonathan Edwards.
Passionate teachers organize and focus their passionate interests by reaching into the heart of their subject and sharing with their students some of what is there—the beauty and power that drew them to the field in the first place and that deepen over time as they learn and experience more. British poster Paquette (July 8, 2013) believes that "the biggest fault of government-sponsored education is [that] it tends to want equal results for people who are not equal." Other posters referred to curriculum as a fixed net when our children need wings, a compliance mentality, teachers who deviate from the cookie-cutter approach, a paradigm shift, and high-stakes testing that reduces effectiveness and resilience. One poster, Katusiime (2 December 2012), recommended that posters should read Barr and Tagg's (1995) From Teaching to Learning: A New Paradigm for Undergraduate Education (our selves: Inspire, Innovate, Invent, Imagine). The authors offer a compelling argument that educational reforms have failed due to the fact that reforms are still situated in a teaching paradigm rather than a learning paradigm.
Respondents to the forum question demonstrated in their participation many of the various skills required of 21st century teachers. Laila N Boisselle—University of the West Indies, St. Augustine, Trinidad and Tobago Curriculum Theory, International Education, Science.
