Strategi penerapan kemahiran abad ke-21 dalam latihan guru prasekolah
Strategies to Implement 21st Century Skills in Preschool Teachers Training
DOI:
https://doi.org/10.37134/saecj.vol8.no1.1.2019Keywords:
latihan guru prasekolah, strategi pengajaran dan pembelajaran, kemahiran abad ke-21Abstract
Masyarakat dunia semakin terkesan dengan impak Revolusi Industri 4.0, dan pendidikan tinggi dijadikan sandaran untuk memperlengkapkan pengetahuan, kemahiran dan personaliti graduan. Artikel ini membincangkan secara konseptual amalan pengajaran dan pembelajaran (PdP) dalam program prasekolah di universiti swasta. Penggunaan teknologi maklumat dan komunikasi (TMK) telah mempermudah dan menjadikan aktiviti PdP bertambah menarik. Namun, perlu disedari TMK adalah sebagai platform berbanding objektif akhir untuk menerapkan kemahiran abad ke-21 dalam kalangan graduan. Strategi PdP yang dilaksanakan memfokus kepada objektif untuk memperluas skop kerjaya melalui pendekatan pengajaran terbalik, atas talian, kolaborasi dan koperatif, terbuka dan merentasi kurikulum serta penilaian holistik yang bertujuan melahirkan graduan yang peka kepada sekeliling, cerdas sosial, bijak berfikir, kemahiran silang budaya, celik huruf kepada media baru, terbuka minda, dan berupaya mengurus pengetahuan dan kerjasama maya. Penerapan kemahiran abad ke-21 kepada guru pelatih melalui pelbagai strategi PdP dapat mengangkat kerjaya guru prasekolah.
Communities throughout the world are increasingly impressed with the impact of the Industrial Revolution 4.0 and higher education hold an indisputable responsibility to equip graduates with the 21st century of knowledge, skills and attitudes. This article discusses the conceptual basis of teaching and learning (T&L) practice within the preschool program at a private University. Information and communication technology (ICT) without doubt facilitating and resulting in more exciting T&L activities. However, the main objective of using ICT is to develop 21st century life skills among graduates. The implemented teaching strategies are online, collaborative and cooperative learning, open and cross-curriculum activities as well as holistic assessment. This strategies will produce graduates who are sense-making, social intelligence, novel and adaptive thinking, cross-cultural competency, new-media literacy, transdisciplinarity, design mindset, cognitive load management and demonstrate presence as a member of a virtual team. These will widen and lift up the career of preschool graduates.
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References
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Lee, H., Parsons, D., Kwon, G., Kim, J., Petrova, K., Jeong, E., & Ryu, H. (2016). Cooperation begins: Encouraging critical thinking skills through cooperative reciprocity using a mobile learning game. Computers and Education, 97, 97–115. doi: 10.1016/j.compedu.2016.03.006
Leung, L., & Lee, P. S. N. (2011). The influences of information literacy, internet addiction and parenting styles on internet risks. New Media & Society. doi: 10.1177/1461444811410406
Lidija, V., Renata, C., & Sanja, T. V. (2015). Lifelong learning and changes in preschool teacher education: Croatian experiences. Croatian Journal of Education, 17(2), 175 – 189. doi: 10.15516/cje.v17i0.1474
Lindahl, M. G., & Folkesson, A. M. (2012). Can we let computers change practice? Educators’ interpretations of preschool tradition. Computers in Human Behavior, 28(5), 1728–1737. doi: 10.1016/j.chb.2012.04.012
Lunderberg, V.J. (2016). Pedagogical implementation of 21st century skills. Educational Leadership and Administration: Teaching and Program Development, 27, 82–100. Diperoleh daripada https://eric.ed.gov/?id=EJ1094407
Luxon, T., & Peelo, M. (2009). Internationalisation: Its implications for curriculum design and course development in UK higher education. Innovations in Education and Teaching International, 46(1), 51-60. doi: 10.1080/14703290802646172
McNall, M., Reed, C. S., Brown, R., & Allen, A. (2009). Brokering community-university engagement. Innovative Higher Education, 33(5), 317–331. doi: 10.1007/s10755-008-9086-8
Misra, S. (2012). Implications of globalization on education. Romanian Journal for Multidimensional Education, 4(2), 69-82. Diperoleh daripada https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1800740
Mortensen, C. J., & Nicholson, A. M. (2015). The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today’s undergraduates. Journal of Animal Science, 93(7), 3722–3731. doi: 10.2527/jas.2015-9087
Mtawa, N. N., Fongwa, S. N., & Wangenge-Ouma, G. (2016). The scholarship of university-community engagement: Interrogating Boyer’s model. International Journal of Educational Development, 49, 126–133. doi: 10.1016/j.ijedudev.2016.01.007
O’Connor, K. M., Lynch, K., & Owen, D. (2011). Student-community engagement and the development of graduate attributes. Education and Training, 53(2/3), 100-115. doi: 10.1108/00400911111115654
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85–95. doi: 10.1016/j.iheduc.2015.02.002
Penprase, B. E. (2018). Chapter 9. The fourth industrial revolution and higher education dalam N. W. Gleason (ed.), Higher education in the era of the fourth industrial revolution. doi: 10.1007/978-981-13-0194-0_9
Penttinen, L., Skaniakos, T., & Lairio, M. (2013). Supporting students' pedagogical working life horizon in higher education. Journal of Teaching in Higher Education, 18(8), 883-894. doi:10.1080/13562517.2013.795936
Petre, C. (2015). The identitary motivation for teaching career. A study on primary and preschool pedagogy students. Procedia - Social and Behavioral Sciences, 180, 937–944. doi: 10.1016/j.sbspro.2015.02.248
Roland Berger (2016). Think act industries 4.0: How the fourth industrial revolution is reshuffling the economic, social and industrial model. Germany. Roland Berger GMBH. Diperoleh daripada https://www.rolandberger.com/en/Publications/The-Industrie-4.0-transition-quantified.html
Schuwirth, L., & Ash, J. (2013). Assessing tomorrow’s learners: In competency-based education, only a radically different holistic method of assessment will work. Six things we could forget. Medical Teacher, 35(7), 555–559. doi: 10.3109/0142159X.2013.787140
Scott, C. L. (2015). The futures of learning 3: What kind of pedagogies for the 21st century? UNESCO Education Research and Foresight, Paris. [ERF Working Papers Series, No. 15]. Diperoleh daripada http://repositorio.minedu.gob.pe/bitstream/handle/123456789/3747/The%20Futures%20of%20Learning%203%20what%20kind%20of%20pedagogies%20for%20the%2021st%20century.pdf?sequence=1
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Sharon, W. (2018). Impacts of pre-service training and coaching on kindergarten quality and student learning outcomes in Ghana. Studies in Educational Evaluation, 59, 112-123. doi:org/10.1016/j.stueduc.2018.05.001
Smith, L. M., Emmett, H., & Woods, M. (2008). Experiential learning driving community based nursing curriculum. Rural and Remote Health, 8(3):901. Diperoleh daripada https://www.ncbi.nlm.nih.gov/pubmed/18759536
Soska, T. M., & Butterfield, A. K. J. (2013). University-community partnerships: Universities in civic engagement. Taylor and Francis. doi:org/10.4324/9780203051283
Sparapani, E. F., Perez, D. C., Gould, J., Hillman, S., & Clark. L. (2014). A global curriculum? Understanding teaching and learning in the United States, Taiwan, India, and Mexico. SAGE Open. doi:10.1177/2158244014536406
Speight, S., Lackovic, N., & Cooker, L. (2013). The contested curriculum: academic learning and employability in higher education. Tertiary Education and Management, 19(2), 112-126. doi: 10.1080/13583883.2012.756058
Sumsion, J. (2000). Negotiating otherness: A male early childhood educator's gender positioning. International Journal of Early Years Education, 8(2), 129-140. doi:10.1080/09669760050046174
World Economic Forum. (2016). Insight report: The global competitiveness report 2016-2017. Geneva: World Economic Forum. Diperoleh daripada www.weforum.org/gcr
Wrahatnolo, T., & Munoto. (2018). 21st centuries skill implication on educational system. IOP Conference Series: Materials Science and Engineering, 296. doi:10.1088/1757-899X/296/1/012036
Agensi Kelayakan Malaysia. (2014). Standard program pendidikan awal kanak-kanak. Petaling Jaya: Agensi Kelayakan Malaysia.
Alismail, H. A., & McGuire, P. (2015). 21st Century standards and curriculum: Current research and practice. Journal of Education and Practice, 6(6). Diperoleh daripada www.iiste.org
Anna, D., Devin, F., & Marina, G. (2011). Future works skills 2020. Palo Alto, CA: University of Phoenix Research Institute. Diperoleh daripada http://www.iftf.org/futureworkskills/
Azam, F., Fauzee, O., & Daud, Y. (2014). A cursory review of the importance of teacher training. A case study of Pakistan. Middle-East Journal of Scientific Research, 21(6), 912-917. doi: 10.5829/idosi.mejsr.2014.21.06.21574
Baruch, A. F, & Hershkovitz, A. (2012). A case study of Israeli higher education institutes sharing scholarly information with the community via social networks. Internet and Higher Education, 15(1), 58–68. https://doi.org/10.1016/j.iheduc.2011.08.003
Bidabadi, S. N., Isfahani, A. N., Rouhollahi, A., & Khalili, R. (2016). Effective teaching methods in higher education: requirements and barriers. Journal of Advances in Medical Education & Professionalism, 4(4), 170–178.
Chile, L. M., & Black, X. M. (2015). University-community engagement: Case study of university social responsibility. Education, Citizenship and Social Justice, 10(3), 234–253. doi: 10.1177/1746197915607278
Cimatti, B. (2016). Definition, development, assessment of soft skills and their role for the quality of organization and enterprises. International Journal for Quality Research, 10(1), 97–130. doi:10.18421/IJQR10.01-05
Davidson, N., & Major, C. H. (2014). Boundary crossings: Cooperative learning, collaborative learning and problem-based learning. Journal on Excellence in College Teaching, 25, 7–55. Diperoleh daripada http://northweststate.edu/wp-content/uploads/files/BoundaryCrossings.pdf
Florea, S., & McGrath, C. H. (2014). Governance and adaptation to innovative modes of higher education provision. Management of Sustainable Development, 6(1), 35–38. doi: 10.2478/msd-2014-0005
Fuligni, A. S., Howes, C., Lara-Cinisomo, S., & Karoly, L. (2009). Diverse pathways in early childhood professional development: An exploration of early educators in public preschools, private preschools, and family childcare homes. Journal of Early Education and Development, 20(3), 507–526. doi: 10.1080/10409280902783483
Guan, Y., Deng, H., Sun, J., Wang, Y., Cai, Z., Ye, L., & Li, Y. (2013). Career adaptability, job search self-efficacy and outcomes: A three-wave investigation among Chinese university graduates. Journal of Vocational Behavior, 83(3), 561–570. doi: 10.1016/j.jvb.2013.09.003
Hao, Y., & Lee, K. S. (2016). Teaching in flipped classrooms: Exploring pre-service teachers’ concerns. Computers in Human Behavior, 57,250–260. doi: 10.1016/j.chb.2015.12.022
Jackson, D., & Wilton, N. (2016). Developing career management competencies among undergraduates and the role of work-integrated learning. Journal of Teaching in Higher Education, 21(3), 266–286. doi: 10.1080/13562517.2015.1136281
Kementerian Pengajian Tinggi Malaysia. (2010). Modul Kemahiran Insaniah untuk IPT Malaysia. Serdang: Universiti Putra Malaysia.
Kress, G. (2010). Curriculum for the future. Cambridge Journal of Education, 30(1), 133-145. doi: 10.1080/03057640050005825
Lee, H., Parsons, D., Kwon, G., Kim, J., Petrova, K., Jeong, E., & Ryu, H. (2016). Cooperation begins: Encouraging critical thinking skills through cooperative reciprocity using a mobile learning game. Computers and Education, 97, 97–115. doi: 10.1016/j.compedu.2016.03.006
Leung, L., & Lee, P. S. N. (2011). The influences of information literacy, internet addiction and parenting styles on internet risks. New Media & Society. doi: 10.1177/1461444811410406
Lidija, V., Renata, C., & Sanja, T. V. (2015). Lifelong learning and changes in preschool teacher education: Croatian experiences. Croatian Journal of Education, 17(2), 175 – 189. doi: 10.15516/cje.v17i0.1474
Lindahl, M. G., & Folkesson, A. M. (2012). Can we let computers change practice? Educators’ interpretations of preschool tradition. Computers in Human Behavior, 28(5), 1728–1737. doi: 10.1016/j.chb.2012.04.012
Lunderberg, V.J. (2016). Pedagogical implementation of 21st century skills. Educational Leadership and Administration: Teaching and Program Development, 27, 82–100. Diperoleh daripada https://eric.ed.gov/?id=EJ1094407
Luxon, T., & Peelo, M. (2009). Internationalisation: Its implications for curriculum design and course development in UK higher education. Innovations in Education and Teaching International, 46(1), 51-60. doi: 10.1080/14703290802646172
McNall, M., Reed, C. S., Brown, R., & Allen, A. (2009). Brokering community-university engagement. Innovative Higher Education, 33(5), 317–331. doi: 10.1007/s10755-008-9086-8
Misra, S. (2012). Implications of globalization on education. Romanian Journal for Multidimensional Education, 4(2), 69-82. Diperoleh daripada https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1800740
Mortensen, C. J., & Nicholson, A. M. (2015). The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today’s undergraduates. Journal of Animal Science, 93(7), 3722–3731. doi: 10.2527/jas.2015-9087
Mtawa, N. N., Fongwa, S. N., & Wangenge-Ouma, G. (2016). The scholarship of university-community engagement: Interrogating Boyer’s model. International Journal of Educational Development, 49, 126–133. doi: 10.1016/j.ijedudev.2016.01.007
O’Connor, K. M., Lynch, K., & Owen, D. (2011). Student-community engagement and the development of graduate attributes. Education and Training, 53(2/3), 100-115. doi: 10.1108/00400911111115654
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85–95. doi: 10.1016/j.iheduc.2015.02.002
Penprase, B. E. (2018). Chapter 9. The fourth industrial revolution and higher education dalam N. W. Gleason (ed.), Higher education in the era of the fourth industrial revolution. doi: 10.1007/978-981-13-0194-0_9
Penttinen, L., Skaniakos, T., & Lairio, M. (2013). Supporting students' pedagogical working life horizon in higher education. Journal of Teaching in Higher Education, 18(8), 883-894. doi:10.1080/13562517.2013.795936
Petre, C. (2015). The identitary motivation for teaching career. A study on primary and preschool pedagogy students. Procedia - Social and Behavioral Sciences, 180, 937–944. doi: 10.1016/j.sbspro.2015.02.248
Roland Berger (2016). Think act industries 4.0: How the fourth industrial revolution is reshuffling the economic, social and industrial model. Germany. Roland Berger GMBH. Diperoleh daripada https://www.rolandberger.com/en/Publications/The-Industrie-4.0-transition-quantified.html
Schuwirth, L., & Ash, J. (2013). Assessing tomorrow’s learners: In competency-based education, only a radically different holistic method of assessment will work. Six things we could forget. Medical Teacher, 35(7), 555–559. doi: 10.3109/0142159X.2013.787140
Scott, C. L. (2015). The futures of learning 3: What kind of pedagogies for the 21st century? UNESCO Education Research and Foresight, Paris. [ERF Working Papers Series, No. 15]. Diperoleh daripada http://repositorio.minedu.gob.pe/bitstream/handle/123456789/3747/The%20Futures%20of%20Learning%203%20what%20kind%20of%20pedagogies%20for%20the%2021st%20century.pdf?sequence=1
Sharma, Y. (2017). Global: Move over Moocs – Collaborative Mooc 2.0 is coming. In: Mihut G., Altbach P.G., Wit H.. (eds). Understanding global higher education. global perspectives on higher education. Sense Publishers, Rotterdam. doi: 10.1007/978-94-6351-044-8_36
Sharon, W. (2018). Impacts of pre-service training and coaching on kindergarten quality and student learning outcomes in Ghana. Studies in Educational Evaluation, 59, 112-123. doi:org/10.1016/j.stueduc.2018.05.001
Smith, L. M., Emmett, H., & Woods, M. (2008). Experiential learning driving community based nursing curriculum. Rural and Remote Health, 8(3):901. Diperoleh daripada https://www.ncbi.nlm.nih.gov/pubmed/18759536
Soska, T. M., & Butterfield, A. K. J. (2013). University-community partnerships: Universities in civic engagement. Taylor and Francis. doi:org/10.4324/9780203051283
Sparapani, E. F., Perez, D. C., Gould, J., Hillman, S., & Clark. L. (2014). A global curriculum? Understanding teaching and learning in the United States, Taiwan, India, and Mexico. SAGE Open. doi:10.1177/2158244014536406
Speight, S., Lackovic, N., & Cooker, L. (2013). The contested curriculum: academic learning and employability in higher education. Tertiary Education and Management, 19(2), 112-126. doi: 10.1080/13583883.2012.756058
Sumsion, J. (2000). Negotiating otherness: A male early childhood educator's gender positioning. International Journal of Early Years Education, 8(2), 129-140. doi:10.1080/09669760050046174
World Economic Forum. (2016). Insight report: The global competitiveness report 2016-2017. Geneva: World Economic Forum. Diperoleh daripada www.weforum.org/gcr
Wrahatnolo, T., & Munoto. (2018). 21st centuries skill implication on educational system. IOP Conference Series: Materials Science and Engineering, 296. doi:10.1088/1757-899X/296/1/012036
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2019-06-03
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Syed Chear, S. L., & Md Yunus, M. (2019). Strategi penerapan kemahiran abad ke-21 dalam latihan guru prasekolah: Strategies to Implement 21st Century Skills in Preschool Teachers Training. Southeast Asia Early Childhood Journal, 8(1), 1–10. https://doi.org/10.37134/saecj.vol8.no1.1.2019
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