Empowering 21st-century skilled teachers: A holistic approach

Volume editor

Elize Küng

Volume editor

Magda Kloppers

Volume editor

Rhelda Krügel

Synopsis

Empowering 21st-century skilled teachers: A holistic approach brings together original research from scholars at the Faculty of Education at North-West University in South Africa, examining how teachers can be holistically prepared for the demands of contemporary and future classrooms. This scholarly book explores how pre-service and in-service teachers can be equipped to develop and teach 21st-century skills, navigate emerging technologies such as the Internet of Things, artificial intelligence, Thinking Maps^®, open educational resources (OERs), etc., and address issues of social justice and diversity, offering new contributions to scholarship on holistic teacher education in varied South African contexts.

The volume covers themes ranging from ethics of care and education law to innovative, discipline-specific didactics in Mathematics education, History education, Accounting education, Afrikaans, English and Sesotho language education. Across these areas, the chapters foreground key competencies such as self-directed learning, play-based pedagogies, critical thinking, mathematical noticing and other essential 21st-century competencies needed for effective teaching in inclusive classrooms.

The research employs a range of mixed methodologies, including exploratory and experimental designs, case studies, systematic reviews, educational design research, and participatory action learning and action research (PALAR), providing a holistic and practice-informed perspective on teacher development.

Aimed at scholars and researchers in teacher education, didactics, education ethics, education law, self-directed learning and emerging pedagogies, this volume provides a substantial and original contribution to knowledge. It serves as a comprehensive resource for academics investigating how to prepare teachers for the complexities of 21st-century and future learning environments.

Chapters

Foreword

Sharon Gordon
Chapter 1
The 21st-century teachers: Setting the scene

Elize Küng, Magda Kloppers
Chapter 2
Ethics of care for 21st-century South African educators

Eddie Kok
Chapter 3
Teaching within the confines of the law: A 21st-century skill?

Elize Küng, Erika M Serfontein
Chapter 4
Appreciating cultural differences: a basis for cultural sensitivity and cultural objectivity in classroom practice

Yolanda V Fourie, Nicolaas van Deventer, Eddie Kok
Chapter 5
Empowering pre-service teachers: Enhancing self-directed learning with reflective Thinking Maps®

Gideon P van Tonder, Byron J Bunt, Viné Petzer, Nicolaas van Deventer, Hermann D Bosch, Lizelle van Schadewijk, Erika Fourie
Chapter 6
Creating open educational resources: Approaches to enhance mathematical noticing in the 21st century

Magda Kloppers, Annalie Roux, Erika Potgieter
Chapter 7
Renewable game-based open educational resources as a tool for 21st-century History teachers

Byron J Bunt, Gideon P van Tonder
Chapter 8
Reshaping today’s Sesotho teaching and learning through social media

Mathai C Monyakane
Chapter 9
Utilising LEGO® to teach STOMP(I): Play-based pedagogy in Afrikaans Additional Language education

Florence Coertzen, Rochelle Marais-Botha, Elma Marais
Chapter 10
Soft skills for English language teachers to thrive in a VUCA world

Janet Kruger, Kotie Kaiser
Chapter 11
A 21st-century perspective on reading instruction

Skyler Pedro, Stef Esterhuizen, Mariëtte Koen
Chapter 12
Exploring factors influencing classroom environments for successful learning in Accounting

Viné Petzer

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ISBN-13 (15)

978-1-77995-381-0