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dc.contributor.authorKim, Sharon
dc.contributor.authorRaza, Mahjabeen
dc.contributor.authorSeidman, Edward
dc.identifier.citationKim S, Raza M, Seidman E. Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education. 2019;14(1):99-117. doi:10.1177/1745499919829214
dc.description.abstractThe 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© (TIPPS) in three different contexts: Uganda (secondary), India (primary), and Ghana (pre-school). By examining how such a tool can be used for teacher feedback, reflective practice, and continuous improvement, the hope is to pave the way toward enhanced 21st-century teacher skills and, in turn, 21st-century learners.
dc.titleImproving 21st-Century Teaching Skills: The Key to Effective 21st-Century Learners
dc.rights.holder© The Author(s) 2019

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