Teachers’ actual and preferred perceptions of twenty-first century learning competencies: a Chinese perspective
To help students build twenty-first century learning skills, teachers must have reasonable perceptions about twenty-first century learning. To investigate Chinese teachers’ perceptions of twenty-first century learning competencies (TP21CLC), we conducted a survey (N = 340) using the questionnaire “Teachers’ Perceptions of 21st Century Learning Competencies.” This scale consists of six subscales including collaborative learning; self-directed learning; meaningful use of information and communication technology; critical thinking; creative thinking; and problem solving. Teachers rated each item on two forms of expression: perceptions of preferred learning and perceptions of actual learning. The results indicated that there was a clear gap between actual and preferred perceptions of twenty-first century learning. In addition, teachers’ perceptions of meaningful use of information and communication technology (ICT) had significant, positive correlations with other factors of TP21CLC.
KeywordsTeacher perceptions Twenty-first century learning competency Learning strategies TPACK
Funding was provided by International Cooperation Research Program of Faculty of Education, Beijing Normal University and Faculty of Education and Social Work, The University of Sydney (Grant Nos. 2016GJXM06, 2016GJXM01)
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