2023 IJRSE – Volume 12 Issue 2
Available Online: 16 May 2023
Author/s:
Abel, Ruhogo
Beijing Normal University, China
Jun, Teng
Beijing Normal University, China
Dady, Ntide*
The Mwalimu Nyerere Memorial Academy, Tanzania (Ntide.dady@mnma.ac.tz)
Abstract:
This study draws attention to the qualitative papers that concentrated on preparing pre-service teachers with 21st-century skills. A meta-ethnography method was used to trace, evaluate, and synthesize the data from twenty-two qualitative research investigations to acquire a better understanding of how to equip pre-service teachers with 21st-century skills. Based on the subject covered and the teaching methods used by higher learning institutions to provide preservice teachers with 21st-century abilities, the results of the first phase of the question identified nine themes. Conversely, core and contextual skills were covered. An extensive review of sample studies assessing skills to be communicated to pre-service teachers was looked at to better understand variations in the quality of these skills among pre-service teachers. The findings demonstrate the importance of preparing pre-service teachers with 21st-century skills and the types of skills that should be communicated to them, as these skills focus on developing pre-service teachers who are thoughtful, reflective thinkers and inquiring, problem solvers, decision-makers, and can use digital technology to overcome unprecedented challenges. Recommendations for more research are explored by integrating the review’s findings.
Keywords: 21st-century skills, 21st-century competencies, ICT skills, digital literacy, twenty-first-century skills, pre-service teachers, higher learning institutions
DOI: https://doi.org/10.5861/ijrse.2023.21
Cite this article:
Abel, R., Jun, T., & Dady, N. (2023). Rethinking preparing pre-service teachers with 21st-century skills: What is the higher learning institution need to devise for this idea? International Journal of Research Studies in Education, 12(2), 79-90. https://doi.org/10.5861/ijrse.2023.21
* Corresponding Author