Teacher Perspectives On The Instruction Of Workplace Transferrable 21st Century Skills In The High School Setting
Notice bibliographique
Résumé
With the rapid changes in technology at the beginning of the 21st century came a call from Education and Business leaders to strengthen learning opportunities for students in what were called 21st Century or Workplace Transferrable Skills. These leaders collaborated globally to define and prioritize these skills in a variety of frameworks. Frequently included skills in these frameworks are Communication, Collaboration, Problem-solving, Social-intelligence, and Self-direction. These skills have also been identified as broadly sought after by employers. While not necessarily new skills academically, technology and today’s global market necessitate a redefinition of the skills to reflect current workplaces. Nearly a quarter of the way through the 21st century, however, there is very little literature regarding whether secondary teachers perceive that they are, in fact, providing opportunities for growth in these areas. This study examined the extent to which teachers perceive they provide these opportunities and the factors that influence their decision making about including them in their classroom. Using survey-based research a two-part questionnaire was designed for secondary teachers in two different states to self-report how often they incorporated 21st century skills in their classroom. Part one specifically asked about the teaching and assessing of Communication, Collaboration, Problem-solving, Social-intelligence and Self-direction. Part two utilized Gilbert’s Behavior Engineering Model to examine what workplace and individual factors influence teacher decision-making regarding these skills. The results show that teachers, regardless of education, experience, gender or age generally perceive that they provide students opportunities to develop these skills on average more than once a week. Based on the responses to part two of the questionnaire, teachers were clear that they offer these opportunities because they personally believe the skills to be important to students rather than because of workplace requirements or incentives. This study concludes that despite USA schools being focused on standardized knowledge-based testing, teachers report that they consistently offer students opportunities to develop 21st century workplace transferable skills.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,007 | 0,004 |
| Communication savante | 0,004 | 0,001 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 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 découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».