Critical Analysis 1B

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Republic of the Philippines

CAPIZ STATE UNIVERSITY


PONTEVEDRA CAMPUS
Bailan, Pontevedra, Capiz 5802 Philippines
website: www.capsu.ph email: pontevedra@capsu.edu.ph

COLLEGE OF EDUCATION, ARTS & SCIENCES


Name: JEA ROSE D. ALBA

BSED SCIENCE 3

CRITICAL ANALYSIS 1B

I. INTRODUCTION

The paper is entitled “Twenty-first century skills: a needs assessment of school-based

agricultural education teachers”. This study basically examined school-based agricultural

education teachers’ perceived knowledge, ability, and importance of implementing these 21st -

century skills into the classroom.

Teaching in the 21st -century requires SBAE teachers to evaluate their current teaching

strategies and make a shift to meet the needs of 21st -century learners. With skills such as

problem-solving, communication, and collaboration playing a significant role in the recruitment

of industry professionals today, it is imperative for teachers to prepare students for what lies

ahead. While learning core content is crucial for success, students must learn, and teachers must

teach how to apply the material learned to be used in real-world situations. Upon identifying

teachers perceived level of importance, knowledge, and ability results were analyzed to

determine the professional development needs of school-based agriculture education teachers in

regards to 21st -century skills. Results concluded professional development is needed to further

educate and equip agriculture teachers with specific and applicable ways to implement these

skills into their classrooms. Upon identifying teachers perceived importance, knowledge, and
Republic of the Philippines
CAPIZ STATE UNIVERSITY
PONTEVEDRA CAMPUS
Bailan, Pontevedra, Capiz 5802 Philippines
website: www.capsu.ph email: pontevedra@capsu.edu.ph

COLLEGE OF EDUCATION, ARTS & SCIENCES


ability, results were analyzed in relation to demographic characteristics to determine if

significant correlations existed. Significant relationships existed between importance, ability, and

knowledge when compared to gender, years teaching, and age. The purpose of this study was to

examine the importance, knowledge and the perceived ability to teach 21st -century skills in the

SBAE classroom nationwide. The results of this research will allow agricultural educators,

teacher educators, and state leaders the information needed to develop 21st -century skills

focused in-service training. The following information reflects responses from SBAE teachers

nationwide and their perceptions regarding the importance of teaching 21st -century skills, their

knowledge of these skills, and their perceived ability.

For teachers to successfully teach 21st -century skills to their students, one must possess those

skills as well. Although 21st -century skills in the secondary education classroom are well

represented in the literature, research on 21st -century skills in the agriculture education

classroom is lacking. It is beneficial we look at SBAE teachers to determine what skills they

possess and what skills they lack. This study should lead to the creation of a professional

development series that will assist SBAE teachers in developing 21st -century thinking skills

along with teaching these skills to their students.

II. CRITICAL ANALYSIS

The gaps/problems in education the research wanted to address is to identify and describe

the in-service needs of SBAE teachers nationwide in regard to 21st -century skills. These

problems are not resolved by simple algometrical approaches, but they require multi-disciplined
Republic of the Philippines
CAPIZ STATE UNIVERSITY
PONTEVEDRA CAMPUS
Bailan, Pontevedra, Capiz 5802 Philippines
website: www.capsu.ph email: pontevedra@capsu.edu.ph

COLLEGE OF EDUCATION, ARTS & SCIENCES


paradigms, which can provide social sciences. So, yes the authors clearly present those

gaps/problems in a sense that in the 21st century we need wide-ranging critical thinking as a

basis of responsible ethical behavior. However in the current educational environment in the

tertiary educational system we can observe over-emphasizing of utilitarian requirements. We

produce professionals who are expected to be able to find quick, effective but also far-seeing

solutions of any given problem, which is in obvious contradiction. This article discussed three

conceptions of a human with the emphasis on the concept of “homo socio-economics”. This

concept enables to see the world in wide context and develops necessary critical thinking, which

is also economically more advantageous from the long-term point of view. That is why education

in sociological, psychological, philosophical, political and other social sciences should not be

considered by economists as something useless without any economic value, but as something

that can help them to understand themselves, their environment and the consequences of their

decisions. This is the core of this contribution.

The study clearly demonstrate a unique contribution to theories on 21st Century

education because this paper is focused on the increasing need of education in 21st century and

on some problems which emerged in this context – the economists prefer to emphasize the

development and growth, profit and effectiveness, and they can overlook general, ethical, and

essential problems and needs of the contemporary world. To identify and describe the in-service

needs of SBAE teachers nationwide in regard to 21st -century skills.


Republic of the Philippines
CAPIZ STATE UNIVERSITY
PONTEVEDRA CAMPUS
Bailan, Pontevedra, Capiz 5802 Philippines
website: www.capsu.ph email: pontevedra@capsu.edu.ph

COLLEGE OF EDUCATION, ARTS & SCIENCES


Twenty-first century skills prepare students to enter the workforce or higher

education with the ability to think critically and creatively, collaborate with others, take the

initiative when approached with a task, and use technology to its fullest potential.

It is important for teachers to acquire such professional development on teaching 21 st

century skills as they have to ensure that they go through continuously learning because they are

the facilitator of learning process, it is important for a career minded persons like our teachers as

it will ultimately makes them more efficient in teaching and this enable them to have a deep

understanding of the subject matter in ways that enhance problem-solving solving, critical

thinking of their learner.

Practical applications of the results of the study in resolving a problem or problems in

education are apparent/evident in the paper in a sense that the paper demonstrate and supports

the continuous evaluation of students’ 21 st century skills development, support professional

learning communities that enable educators to collaborate, share best practices and integrate 21 st

century skills into classroom practice, and it enable students to learn in relevant, real-world 21 st

Century contexts (e.g., through project-based or other applied work).

I would like to address if this study does support expanded community and

international involvement in learning and how effective professional development for a

teacher is?

III. SUMMARY AND CONCLUSION


Republic of the Philippines
CAPIZ STATE UNIVERSITY
PONTEVEDRA CAMPUS
Bailan, Pontevedra, Capiz 5802 Philippines
website: www.capsu.ph email: pontevedra@capsu.edu.ph

COLLEGE OF EDUCATION, ARTS & SCIENCES


Overall, this study identified a focus area for professional development, identified the

demographics of SBAE teachers nationwide, and determined the correlation between teachers’

demographics and the importance of 21st -century skills.

Like any profession, keeping up with current world or ever-changing world and practices are

very important especially in the aspects of the life of educators because it serves as a tools and

skills for them to stay modern with the needs of students and it allows them to plan ahead for

changing trends in education. In order to realize areas of strength and areas that need attention

for growth.

Some schools don’t actually get this information to teachers. Professional’s development

tends to end up being useless trainings for initiatives that only last a year and then disappear.

Therefore, decisions about what to train, how to train, how to implement and evaluate training

should get the teachers info so that they could do their jobs well.

The Partnership for 21st -century (2018) Learning along with SBAE teachers nationwide

have identified the importance of incorporating 21st -century skills into a student’s education.

The development of 21st -century skills is crucial to student success in the 21st -century, and

because of this, it is critical that teachers are adequately prepared to teach these skills in the

classroom. Teachers are likely not teaching these skills unless they have previously received

professional development with 21st -century skills as the topic, because of this professional

develop employing teachers with practical skills and a larger knowledge base will better prepare

teachers and students for success Abrami et al., 2008).


Republic of the Philippines
CAPIZ STATE UNIVERSITY
PONTEVEDRA CAMPUS
Bailan, Pontevedra, Capiz 5802 Philippines
website: www.capsu.ph email: pontevedra@capsu.edu.ph

COLLEGE OF EDUCATION, ARTS & SCIENCES


Republic of the Philippines
CAPIZ STATE UNIVERSITY
PONTEVEDRA CAMPUS
Bailan, Pontevedra, Capiz 5802 Philippines
website: www.capsu.ph email: pontevedra@capsu.edu.ph

COLLEGE OF EDUCATION, ARTS & SCIENCES

References

Weeks, K. J. (n.d.). Twenty-First Century Skills: A Needs Assessment of School-Based

Agricultural Education Teachers. DigitalCommons@USU.

https://digitalcommons.usu.edu/etd/7521/#:~:text=Twenty%2Dfirst%20century%20skills

%20prepare,technology%20to%20its%20fullest%20potential.

C. (2021, February 22). The Importance of Professional Development in the 21st Century.

Graduate Programs for Educators. https://www.graduateprogram.org/2019/09/the-importance-of-

professional-development-in-the-21st-century/#:~:text=Professional%20development%20in

%20the%2021st%20century%20gives%20educators%20the%20tools,growth%2C%20reflective

%20practice%20is%20necessary.

Kasperbauer, H., & Roberts, T. G. (2007). Influence Of The Relationship Between The Student

Teacher And Cooperating Teacher On Student Teacher’S Decision To Enter Teaching. Journal

of Agricultural Education, 48(1), 8–19. https://doi.org/10.5032/jae.2007.01008


Republic of the Philippines
CAPIZ STATE UNIVERSITY
PONTEVEDRA CAMPUS
Bailan, Pontevedra, Capiz 5802 Philippines
website: www.capsu.ph email: pontevedra@capsu.edu.ph

COLLEGE OF EDUCATION, ARTS & SCIENCES

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