Competency Teaching and Learning 21st Century Education: Preschool Teacher

摘要

The study aims to identify the competence of teaching and learning practice (PdP) of preschool teachers in 21st-century education (PAK-21). The tens PdP constructs in the PAK-21 assessed were from aspects of student-centered PdPs, collaborative learning, skill oriented, process applications, high level thinking skill, practical practice, life skills, community, formative assessments, and learning for life. This survey study involved 50 pre-school teachers. A set of questionnaire consists of three section with 33 items available to preschool teachers. The data obtained were analyzed in descriptive statistical form, involving analysis in the form of frequency, average score, and percentage. The results of the study found that the competence of PdP PAK-21 practitioners in the preschools was at an average/moderate and satisfactory level. As a result, the overall PdP construct in the PAK-21 assessed showed a 'good' achievement. Teachers' views on PdP's strength in PAK-21 assessed in terms of student-centered PdP, collaborative learning, skills-oriented, and life skills. Hence, the need for preschool teachers to continue to be exposed and training on PAK-21 information and educational goals to develop life and human well-being is essential in order to meet the aspirations of national education and to develop national education policies, as well as for a continuation of the challenges of global education in the 21st century.