1
Chapter I
INTRODUCTION
Background and Importance of the Study
Teaching in the twenty-first century has to require an emphasis on
understanding how to use information technologies. Teachers need to instruct
students on computer usage, legitimate methods of internet research, and how
to identify useful information. In school, the Daily Lesson Log (DLL) gives
directions to teachers in the preparation and presentation of lessons. However,
it has been observed that class activities are more confined with teachers’
direct instruction on content knowledge and routine tasks. This somehow
provides lesser opportunity for more student- centered activities such as
collaborative learning or interactive exchange of ideas, problem solving
processes, and application of skills and theories. The development of skills
such as creativity and innovation skills, critical thinking and problem solving
skills, communication and collaboration skills which make up the three main
dimensions of learning and innovation skills described as 21st century skills
are somehow given least importance.
With the time slotted lessons that need to be accomplished within a
given period and with teachers being shelled with a bulk of reportorial
requirements aside from their tasks of advising and counseling, they have no
, 2
other resort than to have lesser opportunity to develop their learning and
innovation skills as well as their pedagogical skills. These are the 21 st century
skills which are needed to be transferred among their learners.
The active use of innovative teaching methods and technological
resources is another concern of the researcher since a few number of
respondents in school do engage in technology in the teaching and learning
process. This is believed to be another pedagogical obstacle which may
sacrifice learning and innovation skills among teachers themselves and
eventually among learners.
In as much as teachers are very important in achieving quality
education. It is a must for them to possess the learning and innovation skills
in relation with pedagogical beliefs and practices. Thus, this study on learning
and innovation skills and pedagogical practices among public elementary
teachers is conducted.
The 21st Century Learning Initiative’s essential purpose is to facilitate
the emergence of new approaches to learning that draw upon a range of
insights into the human brain, the functioning of human societies, and learning
as a community-wide activity. Along with this is the conceptualization of the
21st century skills which encompasses learning and innovation skills. It is
believed that these will release human potential in ways that nurture and form
, 3
local democratic communities worldwide, and will help reclaim and sustain a
world supportive of human endeavor (The 21st Century Learning Initiative,
2018).
The pedagogical beliefs and practices of teachers have to go with the
changes with the nature of the learners. Among the areas of skills that need to
be calibrated to improve teaching in the modern world are organization, lesson
presentation, control and discipline, dealing with students, evaluation, code of
ethics, and personal characteristics.
This study hence aims to support what Trilling and Fadel (2009) call
the “the sets of skills most in demand in the 21st century” named the Learning
and Innovations Skills domain. This is to shed light on what this domain
entails on what and how to effectively teach students so they graduate from
school, college or university with the skills that will enable them to contribute
effectively to the world of work and civic life in the new global Knowledge
Economy of the 21st century.
Teachers play a paramount role in Philippine society. Teachers develop
the youth, influence career paths, and provide structure and support; a teacher
impacts every member of Philippine’s society in one way or another. The
teaching profession has long been a valued profession; teachers were seen as a
life line to shape the minds of our youth. (Dworkin, 2009)
Chapter I
INTRODUCTION
Background and Importance of the Study
Teaching in the twenty-first century has to require an emphasis on
understanding how to use information technologies. Teachers need to instruct
students on computer usage, legitimate methods of internet research, and how
to identify useful information. In school, the Daily Lesson Log (DLL) gives
directions to teachers in the preparation and presentation of lessons. However,
it has been observed that class activities are more confined with teachers’
direct instruction on content knowledge and routine tasks. This somehow
provides lesser opportunity for more student- centered activities such as
collaborative learning or interactive exchange of ideas, problem solving
processes, and application of skills and theories. The development of skills
such as creativity and innovation skills, critical thinking and problem solving
skills, communication and collaboration skills which make up the three main
dimensions of learning and innovation skills described as 21st century skills
are somehow given least importance.
With the time slotted lessons that need to be accomplished within a
given period and with teachers being shelled with a bulk of reportorial
requirements aside from their tasks of advising and counseling, they have no
, 2
other resort than to have lesser opportunity to develop their learning and
innovation skills as well as their pedagogical skills. These are the 21 st century
skills which are needed to be transferred among their learners.
The active use of innovative teaching methods and technological
resources is another concern of the researcher since a few number of
respondents in school do engage in technology in the teaching and learning
process. This is believed to be another pedagogical obstacle which may
sacrifice learning and innovation skills among teachers themselves and
eventually among learners.
In as much as teachers are very important in achieving quality
education. It is a must for them to possess the learning and innovation skills
in relation with pedagogical beliefs and practices. Thus, this study on learning
and innovation skills and pedagogical practices among public elementary
teachers is conducted.
The 21st Century Learning Initiative’s essential purpose is to facilitate
the emergence of new approaches to learning that draw upon a range of
insights into the human brain, the functioning of human societies, and learning
as a community-wide activity. Along with this is the conceptualization of the
21st century skills which encompasses learning and innovation skills. It is
believed that these will release human potential in ways that nurture and form
, 3
local democratic communities worldwide, and will help reclaim and sustain a
world supportive of human endeavor (The 21st Century Learning Initiative,
2018).
The pedagogical beliefs and practices of teachers have to go with the
changes with the nature of the learners. Among the areas of skills that need to
be calibrated to improve teaching in the modern world are organization, lesson
presentation, control and discipline, dealing with students, evaluation, code of
ethics, and personal characteristics.
This study hence aims to support what Trilling and Fadel (2009) call
the “the sets of skills most in demand in the 21st century” named the Learning
and Innovations Skills domain. This is to shed light on what this domain
entails on what and how to effectively teach students so they graduate from
school, college or university with the skills that will enable them to contribute
effectively to the world of work and civic life in the new global Knowledge
Economy of the 21st century.
Teachers play a paramount role in Philippine society. Teachers develop
the youth, influence career paths, and provide structure and support; a teacher
impacts every member of Philippine’s society in one way or another. The
teaching profession has long been a valued profession; teachers were seen as a
life line to shape the minds of our youth. (Dworkin, 2009)
