Browsing by Subject "21 century competencies"

Background and objectives: First, this research aims to understand Ghanaian student teachers' genuine thoughts and views on remote education and learning. Secondly, the interest is to find out how the student teachers see the use of remote methods in their future work and especially, how to teach practical skills remotely. Third, the broader goal is to take a stand on the development of teacher education in a time where sustainability issues, developing technology and crises challenging the global world are shaking up our world view in a new way. The bicycle model of the future home economics teacher, which guides systemic thinking and is based on a transformative learning concept, adapted for this study, is used to help the examination of the results. To support future orientation, the data is also examined with the help of 21 century competencies on teaching and learning. Finally, this master's thesis is an article-form thesis, and its purpose is to produce a scientific article, as well as this summarizing section describing the background work and research process of the article. Context: The concept of remote teaching and learning used in this study refers specifically to learning and teaching that takes place online with remote connections. Such learning can be real-time or asynchronized learning through online platforms. These do not necessarily require a constant network connection but rely on digital pedagogy. Methods: The data of this qualitative online study was collected through WhatsApp interviews and the informant group consisted of nine Ghanaian student teachers. The research data has been analyzed with theory-based content analysis, using the bicycle model on comprehensive climate education as a guiding theory. The bicycle model was modified from the original to suit this study. Results and conclusion: The results of this study clearly indicate both that remote teaching and learning has become a permanent part of Education, but also that remote methods, related to technological knowledge and interaction skills should be further developed in teacher education. The informants of the study saw an interactive, communal, and learning environment that utilizes peer learning but also takes individuals into account as particularly meaningful when thinking about their own learning but also their future work as a teacher.