European Teacher as the reflective practitioner
21st Century Skills in Education
AlenaJůvová,OndřejDuda
MarjoleindeVos,PaulStuit,ChantalVelthuis
ThispublicationhasbeenproducedwithintheErasmus+KA2internationalproject WorkingAcademicsValueExcellenceforInternationalTeachers (WAVE-IT;2019-1-CZ01-KA203-061386)
This publication is dedicated to the Erasmus+ KA2 International Project Working Academics Value ExcellenceforInternationalTeachers(WAVE-IT;2019-1-CZ01-KA203-061386).
Reviewers:ŠtefanChudý,JitkaPlischke
Unauthorizeduseofthisworkisaviolationofcopyrightandmayestablishcivil,administrativeorcriminal liability.
1stedition
©textAlenaJůvová,OndřejDuda,MarjoleindeVos,PaulStuit,ChantalVelthuis,2023
©PalackýUniversityOlomouc,2023
ISBN978-80-244-6283-7
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3 Content Introduction 5 1 Intensive21stCenturySkillsdevelopment 6 2 Skillsforthe21stcenturyineducationalpractice: theoreticalframework........................................................10 2.1Whatshouldaneffectiveteacherlooklikeinthe21stcentury?..............................................................................17 2.1.2Teachingmethods 17 2.2DigitalTeacherCompetences andtheDigCompEduEuropeanFramework 19 2.2.1EuropeanframeworkofDigCompEdu 20 2.2.2Digitaldidacticresources 21 Resources..................................................................................................................................................................................................25 ANNEX1.....................................................................................................................................................................................................28 ANNEX2SchoolProjectsExamples 36
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Introduction
Nowadays,theconceptofeducationatalllevelsneedstocorrespondtothehighdemandsthatare required by serious changes and developments in society. Firstly, there is the retreating SARS-CoV-19 pandemic,andsecondly,thewarinUkraine,whichbeganinFebruary2022.Equallyimportantistheissue ofsustainable development andthe emphasis on addressing the environmental problemsresulting from climatechangeonEarth,bothlocallyandglobally.
Since these eventsaffectthe whole of society and significantlyshapethe educational process,it is necessary, among other things, to revise and redefine educational goals so that the young generation is preparedtofacethesechangesandchallenges.
InMarch2020,whentheSARS-CoV-19pandemicbegan,schoolsaroundtheworldfacedthedaunting task of switching from face-to-face to distance/online teaching. Not everyone was prepared for this new situation,andschoolsatalllevels,teachers,students,pupilsandtheirfamilieswereforcedtorespondto thissuddenchangeinarelativelyshorttimeintermsofstaffandmaterials.
In addition to this situation, the participants of the educational process are confronted with the situationthataroseinthespringof2022withtheinfluxofrefugeesfromUkraineasaresultoftheoutbreak ofthe war. Not onlyCzechschools,but alsoother Europeanschoolsare receiving pupilswho need to be integratedintotheclassroom.Oftenthesearepupilswithashockinglifeexperienceofwar,childrenwho havebeendeeplyaffectedpsychologically.
However,in2018and2019,whenwewereconceptualizingtheWAVE-ITproject,wewerenotaware oftheseevents,sowefoundourselvesinasituationwhereweneededtoreactandadaptflexibly.Wetried toincorporatetheknowledgeandexperienceofteachersfromthetimewhenschoolswereclosedforlong periods of time and online teaching took place into the issue of implementing 21st century skills into teaching.Similarly,wetriedtofindouthowteachers,especiallyintheCzechRepublic,reactedtothearrival ofpupilsfromUkrainefromtheendofFebruary2022.
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1 Intensive 21st Century Skills development
Marjolein de Vos, Paul Stuit, Chantal Velthuis
Inthelastdecade,intensiveskillsdevelopmentforthe21stcenturyhasbecomeanimportantpartof teaching at all levels of schooling, not only in European countries. The WAVE-IT project focuses on the development of 21st century skills for primary and secondary school teachers and student teachers. In cooperationwithpartneruniversitiesinseveralEuropeancountries,primaryschoolteachersandstudents were introduced to the concept of 21st century skills and worked in international teams to develop educationalprojectsforprimaryandsecondaryschool students.Examplesoftheprojectsdevelopedand putintopracticearegivenintheannexesofthispublication.Thispublicationgathersthestepstoproceed withthegenerationoftheIntellectualoutput2.
IO2: Adaptive teacher training material to support reflective practice through collaboration and communication between teachers, learners, and academics.
Project objectives
ThemainobjectiveofthispartoftheWAVE-ITprojectwastofocusonthepossibilitiestodevelop theprofessionalcompetenciesofEuropeanteachersthroughthedevelopmentof21stcenturyskillsandto preparethemfortheimplementationof21stcenturycompetenciesandskillsinschoolpractice.Weworked with the following four core 21st Century Skills: critical thinking, communication, collaboration and creativity.Amethodologyfordeveloping21stCenturySkillswasdevelopedfortwo courses,whichwere organized for a target group of primary school teachers and for teaching and non-teaching education students. In the theoretical part, the concepts of skills for the 21st century and the methodology for preparingaschoolprojectwerepresented.Inthepracticalpart,theparticipantsweretaskedwithforming internationalteamsanddevelopingaschoolprojectwithanemphasisonskillsdevelopmentforthe21st century.
Sub-objectives
1. Define4essentialskillsforthe21stcentury(21stCS-CriticalThinking,Communication,Collaboration andCreativity)andapplytheminthedesignofaschoolproject.
2. Introduce the department - university/school and initiate collaboration between participants (future teachers and students who study other pedagogical programmes at a faculty of education, teachers, studentsandresearchers).
3. Inaninternationalteam,developaschoolprojectproposalusing21stcenturyskills.
4. Suggestintegrationoptionsforpupilswithincreasedlearningsupportneeds.
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Design
IO2 design is based on the activities of "Teacher Design Teams", where: "Groups of at least two teachers(educators)fromthesameorrelatedsubjectswhoworktogethertodesignacurriculumchange" (Handelzalts,2019).Theadvantagesofthiswayofworkingarethepossibilitytomaketeachingmaterials more aligned with teaching practice and the possibility of professional development for teachers (educators),seeFigure1.
Skills for the 21st century (Figure 2)
• Criticalthinkingteacheschildrentoquestionclaimsandseekthetruth.
• Creativityteacheschildrentothinkinawaythatisuniquetothem.
• Workingtogetherteacheschildrenthatgroupscancreatesomethingbiggerandbetterthantheycando alone.
• Communicationteacheschildrenhowtocommunicateideaseffectively.
• Together,thesefourskillsallowchildrentobecomeone-personthinktanks.Then,whenthosekidscome together,theycanaccomplishalmostanything!
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Fig. 1: Collaborationinthecreationoflearningmaterials
