Preparing students for work, citizenship, and life in the 21st century is complicated. Globalization, technology, migration, international competition, changing markets, and transnational environmental and political challenges add a new urgency to develop the skills and knowledge students need for success in the 21st century context. Educators, education ministries and governments, foundations, employers, and researchers refer to these abilities with terms that include “21st century skills,” “higher-order thinking skills,” “deeper learning outcomes,” and “complex thinking and communication skills.” In recent years, education systems worldwide have also developed frameworks with an increased emphasis on developing the skills, knowledge, and attitudes necessary for success in the 21st century. What do you think?
There are many skills that must 21st century teachers have to promote high quality research, such as creative thinking and communication skills. In addition to that teachers must know the statistical analysis skills.
21st century teachers to promote for high quality research
There are many skills that must 21st century teachers have to promote high quality research, such as creative thinking and communication skills. In addition to that teachers must know the statistical analysis skills.
1. A good researcher has an analytical mind.
2. A good researcher has basic intelligence and the ability apply it appropriately when required.
3. A good researcher should have the intellectual curiosity to learn new things
4. A good researcher should be able to follow systematic procedures to arrive at the desired outcomes.
5. A good researcher should be able to reflect on the information gathered and should be able to take appropriate actions where required.
6. A good researcher must be intelligent enough to express his/her ideas.
http://www.hellenicjcardiol.com/archive/full_text/2006/1/2006_1_52.pdf
http://www.labtimes.org/labtimes/issues/lt2011/lt03/lt_2011_03_24_29.pdf
It is difficult to describe quality in research as more and more is expressed by quantity. For the future we have to think about how to measure quality and creativity
It is amazing how technology has changed the whole world giving rise to new forms of education we never thought of. Our students are more digitally focused than any time before.
http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html
These are the skills, for a teacher, to do and promote research. They overlap and include skills acquired in graduate school (see pic).
Project management essentially means good planning;
Team leading/managing;
Manage a budget effectively;
Handling Data and IT skills.
I think the researcher in 21st century will need the following skills:
--Abitity to translate the abstract in simpler propositions
--Quantitative methods as an essential tool
--Willingness to read extensitively, as more researches have been done now.
--The ability to conceptualize the data well.
--The ability to appreciate the need for rigour
--Problem-solving skills
--The ability to bring in inter-disciplinary implications in research question formulations
• Teachers show their pleasure and enjoyment of Research Scholars.
• Teachers interact in a responsive and respectful manner.
• Teachers offer Research Scholars help (e.g., answering questions in timely manner, offering support that matches the Scholar's needs) in achieving academic and social objectives.
• Teachers help Research Scholars reflect on their thinking and learning skills.
• Teachers know and demonstrate knowledge about individual Research Scholars' backgrounds, interests, emotional strengths and academic levels.
• Teachers seldom show irritability or aggravation toward Research Scholars.
I agree to colleagues who answered knowledge in spss. Nowadays, its very important to be able to compute data when computers are readily available and the softwares are obtainable through online.
While this conversation goes around and around I am wondering many things. If skills are being added to 21st century learners (and they are) what is being taken away? How can we do more? Should we be doing more rather than selecting, refining, and developing what we deem essential? Why should we be adding on? Also, how are we providing opportunities for these skills to be fostered, practised, transferred to other situations? I understand Sribas's question was about 'What skills,' but perhaps it is time to stop making lists and to start determining their application. Have you put any of this new thinking into practice? What does it look like?
However i found a very useful article about teaching in a knowledge based economy, and attach it here.
In addition to previous good responses, I think that 21st century teachers should also focus on developing following skills in students so that they can:
1-Communicate and collaborate with teams of people across cultural, geographic boundaries
2- Make innovative use of knowledge, information and opportunities to create new services, processes and products.
The following links and questions are also relevant:
http://www.p21.org/storage/documents/21st_century_skills_education_and_competitiveness_guide.pdf
http://www.ksbe.edu/spi/PDFS/21%20century%20skills%20full.pdf
https://www.researchgate.net/post/What_makes_a_great_teacher
https://www.researchgate.net/post/Which_skills_must_21st_century_teachers_have_to_promote_high_quality_learning
Good teacher dose not mean good researcher. Good teaching should acquire the skills, knowledge and disposition to have better learning outcomes. Researchers should have what Gopinath mentioned above.
Just one skill. To manage the huge information around and successfully transformed the selected information into knowledge!
Learning to collaborate with others and connect through technology are essential in 21st century
todays teacher has to be able to communicate through multimedia especially since attention spans are getting shorter and we are becoming more visual thinkers. I prefer direct observation skills to statistical analysis. This is because I work with populations that have the least research on them. In online classes too many students are relying on Wikipedia which as a professor I might even make it an assignment to update some sections. Most classes are discussion board based and summarization of material picked out for us to read. Professors told me if they write more than a paragraph about people's work they will not read ore than a paragraph. Computers are rewiring our brain how we learn. We have to cover so much material online that we do much more skimming. It is getting harder to read long books. Many students will make a perfect on topic paragraph, check there text and social media, play a game, watch TV and so forth and then write another perfect paragraph with no relationship to the next. I am writing books where each chapter is in itself a short story with a hook of some kind to coach the student to read more.
Many students take short cuts to skip over reading, looking at summaries and samples instead of reading a whole book. Book length is getting shorter. I am working on a book and it has to have visuals and be put online in different formats for different learning styles using universal design for students with disabilities. It helps to have some knowledge of layout colors other than black and white, a format for hearing or seeing impaired and other learning disabilities and so forth. Not all students are auditory learners which is the traditional learning style that is not keeping up nor is it on target for how the next generations interest. That is why I am taking ancient stories and modernizing them so that students can even have an interest enough to read them.
@Dear @Sribas, You have already got good answers and good links. I would like to add one more link from our friend @Nageswara! I do think there are many good answers as in @Hella's thread!
https://www.researchgate.net/post/What_as_a_modern_teacher_should_we_provide_to_the_21st_century_student_the_skills_that_will_enhance_a_students_performance_in_life?_sg=XjwGm3uaPnDT8pxkBCmudHtevwDwgawqREM1tt8CRQnEJLxcytKPJeYoKQQyWZrb_muVuJjl9LdeiL5E%2F9kwWKqvDfWor%2BOCEp77hKIbgWsn5c52Bi%2BzJodPi2C25zqUA_I8zU%2BG2Y8dAdVpKsgZ4PHRXBsodJ3yCJmUNzV74je2zF9g7oem7rvFCsI4j%2F1HCl
To get a high quality research output. The Students should be initially grounded with rigorous basic INPUTS. When the foundation is strong the research built-ups can be stable else only customization and window dressings with no real value additions can happen.
Dear Sribas Goswami,
You may be interested in the following research monograph, based on the answers to a question posed at RG in 2012, that resembles yours. The monograph presents the current views, challenges and future needs of educators from RG where educators and researchers discuss the 21st century skills needed by students and teachers.
Education Skills for 21st Century Teachers:
Voices From a Global Online Educators’ Forum
Ian Kennedy, Gloria Latham, Helia Jacinto
See http://link.springer.com/book/10.1007%2F978-3-319-22608-8 (Individual chapters are also available).
Regards,
Helia J.
Data Education skills for 21st century teachers (Springer Product Flyer)
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