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Results of Thematic Analysis

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Education Skills for 21st Century Teachers

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Abstract

The posts from an online global exchange were categorised into themes that revealed a comprehensive picture of new and pre-existing 21st century skills. Central to the required skills that the educators’ addressed were critical thinking, problem-solving, collaborative learning, learner-centred teaching and digital literacy.

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Notes

  1. 1.

    https://www.thersa.org/discover/videos/event-videos/2013/07/how-to-change-education---from-the-ground-up/. How to Change Education - from the ground up.

  2. 2.

    http://www.kaihan.net/thewayofinnovation.htm. The Way of Innovation.

  3. 3.

    http://www.oecd.org/general/thecasefor21st-centurylearning.htm. The case for 21st-century learning.

  4. 4.

    https://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud. Build a School in the Cloud.

  5. 5.

    https://en.wikipedia.org/wiki/Minimally_invasive_education. Minimally invasive education.

  6. 6.

    http://en.wikipedia.org/wiki/Cyberspace. Cyberspace.

  7. 7.

    http://rightquestion.org/make-just-one-change/. Make just one change.

  8. 8.

    http://99u.com/articles/7014/the-power-of-uncertainty. The power of uncertainty.

  9. 9.

    http://www.deakin.edu.au/arts-ed/efi/philosophy.php. Centre for Research in Educational Futures and Innovation.

  10. 10.

    http://henryjenkins.org/2007/01/an_interview_with_david_schaff.html#sthash.UKnhuLPu.dpuf. How Computer Games Help Children Learn: An Interview with David Williamson Shafffer.

  11. 11.

    https://www.researchgate.net/post/What_will_it_take_to_consider_that_the_complex_transformation_of_traditional_schools_education_can_be_simple. What will it take to consider that the complex transformation of traditional schools & education can be simple?

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Kennedy, I.G., Latham, G., Jacinto, H. (2016). Results of Thematic Analysis. In: Education Skills for 21st Century Teachers. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-22608-8_4

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  • DOI: https://doi.org/10.1007/978-3-319-22608-8_4

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