Pedagogy undergraduates’ perception on twenty-first century skills
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Nguyen, Tu Thi [1] ; Bui, Hung Van [2] ; Dang-Thi, Nhu-Thuyen [3] ; Truong-Thi, Thien-Thu [3] ; Tran-Chi, Vinh-Long [4]
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[1] Department of International Cooperation, Ho Chi Minh City University of Education, Ho Chi Minh City, Vietnam
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[2] Department of Education, Vinh University, Nghe An Province, Vietnam
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[3] Faculty of Psychology, Ho Chi Minh City University of Education, Ho Chi Minh City, Vietnam
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[4] Faculty of Education, Thu Dau Mot University, Binh Duong Province and Faculty of Psychology, Ho Chi Minh City University of Education, Ho Chi Minh City
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- Localización: JETT, ISSN-e 1989-9572, Vol. 12, Vol. 4, 2021, págs. 90-94
- Idioma: inglés
- Enlaces
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Resumen
Teachers head up their students to the bright future, their role is indispensable, especially in the 21st century, which expects them to be energetic and flexible to apply knowledge to daily life and carrier tasks. Examining the perception on 21st-century skills teaching of pedagogy teacher-to-be undergraduates - plays a vital role in identifying deficits in teachers’ professional development; as well as organizing training programs to enhance their knowledge and skills. To the best of our knowledge, no study to date has examined pedagogy undergraduates’ perception in Vietnam. This study aimed at examining Vietnamese undergraduates' perception of teaching 21st-century skills. Our cross-sectional study used the 21st Century Skills Teaching Scale. Descriptive analysis and ANOVA were performed in this research. The results showed that: (1) Vietnamese pedagogy students had a high level of perception on teaching the 21st-century skills; (2) there was no gender difference in their perception; and (3) there was no significant difference in their perception regard to their school years and (4) there was a significant difference between those having joined soft skill courses at their university and those having not joined anyone.
