Finnish Student Teachers' Perceptions of Their Development of 21st-Century Competencies

Autor/inn/en	Niu, Shuanghong Jenny; Niemi, Hannele; Harju, Vilhelmiina; Pehkonen, Leila
Titel	Finnish Student Teachers' Perceptions of Their Development of 21st-Century Competencies
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 47 (2021) 5, S.638-653 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Niu, Shuanghong Jenny) ORCID (Niemi, Hannele) ORCID (Harju, Vilhelmiina) ORCID (Pehkonen, Leila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2021.1951602
Schlagwörter	Foreign Countries; Student Teachers; Student Attitudes; Skill Development; 21st Century Skills; Teacher Competencies; Teacher Education; Content Analysis; Teaching Methods; Educational Practices; Finland + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrkunst; Lehrerausbildung; Lehrerbildung; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Finnland
Abstract	This study examined student teachers' perceptions of how well their Teacher Education (TE) had prepared them for 21st-century competencies, and how well they applied these competencies to their teaching. In addition, the study sought to identify best practices, major obstacles, and suggestions to achieve these competencies. The study was implemented in two universities and three universities of applied sciences in Finland that have TE programmes. This study used a mixed-method approach. Data were collected both quantitatively and qualitatively from student teachers (n = 227), who assessed 21st-century competencies with a structured questionnaire that included open-ended questions. Quantitative data analysis used descriptive statistics and correlations, while qualitative data analysis used content analysis. The study found that based on the student teachers' self-assessment, the student teachers achieved successfully 21st-century competencies despite differences between competencies. The best-achieved competency was 'Collaboration' and the least well-achieved was 'Global connections.' The study illustrated student teachers' perception of their success in applying 21st-century competencies to their teaching at schools. Answers to open-ended questions produced convincing evidence that courses involving collaborative and interactive learning, high quality, sufficient support, related 21st-century competencies, certain pedagogical methods used by teacher educators, and integrating theory and practice can contribute strongly to the development of student teachers' 21st-century competencies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01