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Empowering 21st-century skilled teachers: A holistic approach
Annalie Roux (editor), Byron Bunt (editor), Eddie Kok (editor), Elize Küng (editor), Elma Marais (editor), Erika Fourie (editor), Erika Potgieter (editor), Erika Serfontein (editor), Florence Coertzen (editor), Gideon van Tonder (editor), Hermann Bosch (editor), Janet Kruger (editor), Kotie Kaiser (editor), Lizelle Van Schadewijk (editor), Magdalena Maria Kloppers (editor), Mariëtte Koen (editor), Mathai Monyakane (editor), Nicolaas van Deventer (editor), Rochelle Marais-Botha (editor), Rhelda Krugel (editor), Skyler Jade Pedro (editor), Stef Esterhuizen (editor), Viné Petzer (editor), Yolanda Fourie (editor)
2025
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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 applies 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), offering 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.
This book is included in DOAB.
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Keywords
- 21st-century learning and teaching competencies
- 21st-century skills
- 21st-century teachers
- accounting education
- Afrikaans First Additional Language education
- Afrikaans Home Language education
- Classroom diversity
- Critical thinking
- didactics
- Early Childhood Development
- English language education
- Equitable classrooms
- ethics of care
- game-based learning
- Gamification
- History education
- Holistic education
- Learner social justice
- Literacy enhancement
- Mathematical noticing
- mathematics education
- Open educational resources
- PALAR
- PIRLS
- Pre-service teacher training
- self-directed learning
- Sesotho language education
- Social media for language acquisition
- teacher development
- thema EDItEUR::J Society and Social Sciences::JN Education
- thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education
- thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures
- thema EDItEUR::J Society and Social Sciences::JN Education::JNT Teaching skills and techniques
- thema EDItEUR::J Society and Social Sciences::JN Education::JNV Educational equipment and technology, computer-aided learning (CAL)
- Thinking Maps
Links
DOI: 10.4102/aosis.2025.BK458Editions