College Teachers’ Awareness of and Pedagogic Practices for 21st Century Skills
This study found differences in the level of awareness of and extent of pedagogic practices for enhancing 21st century skills among college faculty members coming from different curriculum strands.
This descriptive-comparative research involved 180 teachers in one university who responded to a questionnaire. Means, analyses of variance at a .05 significance level, and post hoc analyses using the Scheffé test were used. To validate results from the responses, interviews with college deans and department heads were conducted. The results show a high level of awareness of learning and innovation skills, life and career skills, and information, media, and technology skills.
The level of awareness varied significantly when respondents were grouped according to curriculum strands, where some groups were significantly higher and one group was significantly lower. For pedagogic practices, inquiry-based learning was practiced to a very great extent while collaborative learning, project-based learning, and reciprocal teaching were practiced to a great extent. The extent of pedagogic practices varied significantly when respondents were grouped according to curriculum strands, where one or more groups implement the pedagogic practices to a greater extent than the others.
Author: Donna Marie Aoanan Oyam
Keywords: 21st century skills, awareness, pedagogic practices, curriculum strands