21st-Century Classroom Practices of Teachers in Palo Alto Integrated School

Abstract

INTRODUCTION

Delivering quality basic education among 21st-century learners is the main goal of 21st-century education. This quality of education must be holistic, integrated, and humanistic in nature. Quality education will provide learners an opportunity to develop their fullest potentials and prepare them for a productive life in the 21st century and beyond. Teaching in the 21st century is extra challenging for seasoned and millennial educators alike. To meet these challenges, learning throughout life is key.

METHODS

A descriptive quantitative research design was utilized in this study that included a total of 72 teachers. A survey questionnaire was used to gather data, and it was composed of two parts including the demographic profile and the extent of 21st-century classroom practices of teachers, which on the other hand, consisted of four subparts: learning to know, learning to live together, learning to do, and learning to be.

RESULTS

Results showed that in terms of the four pillars of learning, participants revealed that they have the competency but still needed to further improve on it (80%), while the remaining participants revealed that they don't have the competency yet (20%). Findings also showed that age and gender have a positive high correlation with the extent of their 21st-century classroom practices, while education and gender have a slight correlation with their extent of classroom practices.

DISCUSSIONS

Significant findings of this study help teachers assess what kind of teachers in the 21st century do they resemble and reflect with or how they can make adjustments to face the challenges and counter it with positive actions for a positive result. This also reinforces their vigor and enthusiasm to be a lifelong learner.