dc.contributor.author | Kim, Sharon | |
dc.contributor.author | Raza, Mahjabeen | |
dc.contributor.author | Seidman, Edward | |
dc.date.accessioned | 2021-02-24T11:51:16Z | |
dc.date.available | 2021-02-24T11:51:16Z | |
dc.date.issued | 2019 | |
dc.identifier.citation | Kim 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.identifier.uri | https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16185 | |
dc.description | RLOs | |
dc.description.abstract | 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© (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.publisher | SAGE | |
dc.title | Improving 21st-Century Teaching Skills: The Key to Effective 21st-Century Learners | |
dc.type | Article | |
dc.rights.holder | © The Author(s) 2019 | |
dc.identifier.externaluri | https://journals.sagepub.com/doi/full/10.1177/1745499919829214 | |
dc.identifier.ag | ES/M004740/1 | |
dc.identifier.doi | 10.1177/1745499919829214 | |