Teachers’ actual and preferred perceptions of twenty-first century learning competencies: a Chinese perspective

Guoyuan Sang, Jyh Chong Liang, Ching Sing Chai, Yan Dong, Chin Chung Tsai

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)307-317
Number of pages11
JournalAsia Pacific Education Review
Volume19
Issue number3
DOIs
Publication statusPublished - 2018 Sep 1
Externally publishedYes

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Keywords

  • Learning strategies
  • Teacher perceptions
  • TPACK
  • Twenty-first century learning competency

ASJC Scopus subject areas

  • Education

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