To the 21st Century, and Beyond! Investigating the Practical Ways that Secondary School Teachers can Develop the “21st Century Competencies” in their Students
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
In this study, I aimed to investigate the practical ways that secondary school teachers in different subject areas could better develop the 21st century competencies – critical thinking and problem solving; innovation, creativity, and entrepreneurship; self-directed learning; collaboration; communication; and citizenship – in their students, as outlined by the Ontario Ministry of Education (2016; 2017), as well as the challenges they faced in their pursuit of developing the competencies. While many of the competencies have been encouraged over the past century in education and promoted in policy documents, teachers still struggle with how to most effectively develop the competencies in their students, and I was interested in observing the day-to-day experiences and approaches of my participants. To collect the data used in this qualitative case study, I conducted interviews with eight participants, followed by over sixty hours of in-class observations and ongoing document analysis. To wrap up the data collection, I concluded with another round of interviews before narrowing my final data analysis to five of the eight participants. Data collection took place over the 2017 and 2018 school year at my workplace, an independent school called Gates Tech in the Greater Toronto Area. From my data collection, the research participants felt that there were a few keys to success when it came to developing the competencies in their students. These characteristics included the importance of a supportive school culture and administration, the importance of establishing trust in the classroom, the necessity of co-constructing knowledge with students, viewing the curriculum as flexible, focusing on bringing the outside world into the classroom, having access to (and the confidence to use) multiple technologies and flexible spaces, rethinking assessment practices, and continuing to learn and reflect as a teacher. Challenges faced by the teachers in this study included overload, a fear of failure, a fear of pushback from students and parents, the pressure to be “all-knowing,” and the ongoing pressures to produce high test scores. Ongoing research and support are recommended to better support teachers and students as they pursue the development of the competencies in an ever-changing world.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle