The 21 st century skills are a set of abilities that students need to develop in order to succeed in the information age. When most workers held jobs in industry, the key skills were knowing a trade, following directions, getting along with others, working hard, and being professional-efficient, prompt, honest, and fair. To hold information-age jobs, though, students also need to think deeply about issues, solve problems creatively, work in teams, communicate clearly in many media, learn ever-changing technologies, and deal with a flood of information. The rapid changes in our world require students to be flexible, to take the initiative and lead when necessary, and to produce something new and useful. This presentation intends to help the audience get an insight about (1) the current status of the teacher candidates in a typical faculty of education in Turkey about possessing the 21 st Century Skills, and (2) to what extent the faculty of educations are helping the teachers candida...

This article explores applications of 21st century skills in higher education curriculum, specifically in teacher education. The authors discuss why preservice teachers need to be taught in an environment that students will be equipped with the 21st century skills and competences which help them to develop their own teaching skills and the technology skills of their students. The study is based on document analysis methodology and is focused on higher education competences in Turkey. The paper ends with implications for teacher education institutions which will implement 21st century skills competences in their curriculum.

The role of education in 21st century is crucial due to its need for creating competent learners who can survive the challenges and demands of the century. The rapid changes in the world order have necessitated the generation to evolve new skills and abilities. Hence the possession of 21st century skills among teachers has become a prerequisite in the 21st century education. The preservice teacher education should be conceptualized with this fact. Hence it is worth enough to take a profile of the present scenario for further calibration. Therefore the present study examined prospective teachers' level of perception of 21st century skills by employing a quantitative survey design. Five hundred and fifty seven pre-service teachers who were studying at various teacher education institutions across Kerala participated in the study. The results indicated that the prospective teachers' have an average level of 21st century skills and its subcomponents.

In this study, the aim is to determine the effect of digital storytelling on the primary school teacher candidates' 21st century skills. Since digital storytelling contains many skills like information, media and technology skills, communication and collaboration skills, group works, etc within itself, it can be defined as a good way for individuals to gain and develop 21st century skills. A digital storyteller, during the process of making his/her digital stories, is to research and access information, analyze, evaluate and give decision on what s/he has researched, solve problems, use his/her creativity, be capable of using technology, applications and/or programs and have digital, technology, visual and information literacy . In order to collect data, 21st Century Skills and Competences Scale Directed at Teaching Candidates, digital storytelling rubric and structured interviews were used. According to results of the study, posttest scores of the candidate teachers' on 21st Century Skills and Competences Scale were higher than those of on the pretest. There was a meaningful difference between digital storytelling rubric scores the teacher candidates got from the three digital stories and the scores got higher on every following digital story, which can be said to support the result that the posttest scores of the candidate teachers' on 21st Century Skills and Competences Scale were higher than those of on the pretest. This situation is also supported by the fact that the scores obtained from the digital stories explain the variability of the scores on 21st Century Skills and Competences Scale by about 40% and that the scores obtained from the digital stories are the predictor of 21st century skills and competences of the teacher candidates. The participants also mentioned at the interviews that digital storytelling contributed to their 21st century skills development. Keywords: Learning and Innovation Skills, ICT Skills, Life and Career Skills, Digital Storytelling, Teacher Candidates

Globalization, advancements in science and technology, economic crisis, demand for skilled employees accelerated the urgency for 21st century learners to develop creativity, innovation and digital proficiency. Hence the present century teaching must be rooted in the methodolo- gies and pedagogies suitable for 21st century learners. This necessi- tates teachers to be equipped with the 21st century skills. Therefore, the teacher education programme, curriculum and policies prepare for the pre-service teachers must aim to equip them with 21st century skills and develop a framework for assessing these skills. Hence this study aimed (i) to analyze the existing tools and techniques to assess the 21st century skills used for teachers (ii) to propose essential core areas to be included for the assessment of 21st century skills.

In the context of digitalization, globalization, and internationalization, the twenty-first century has changed societies as well as their institutions and concepts, significantly affecting powerful communication technologies and the speed and forms of access to information. Being employable, coping with global competition, and having the appropriate equipment and skills for the professions of the future have become more important than ever in an information-intensive economic structure. The question of how education will function in adapting to the new work order and managing and categorizing knowledge has been important. Considering the success teachers have in achieving the purpose of education, what the skills of both the learner and the teacher should be in order to adapt to the rapidly changing world has become more important. Changing learning environments and styles, new student profiles, and transformations in social life and the business world are critical issues for the role of the teacher. This study discusses the skills teachers should have and tendencies toward teacher training within the scope of twenty-first-century standards. We make the following recommendations: having holistic goals for teachers’ pre-service, in-service, and professional development; providing opportunities for national and international mobility; promoting better salaries and working conditions; providing continuous professional development opportunities for teachers just starting their profession; lightening the curriculum while preserving wages; participating in guidance programs; facilitating access to resources; providing opportunities to systematically associate theory and practice; supporting consultation with colleagues; and encouraging the selection of mentors only from qualified and experienced specialist teachers in both in pre-service and in-service teacher training.

Now-a-days people are assessed not by their qualifications but how smart they are. Smartness is envisaged as possessing 21 st century skills such as problem solving, critical thinking, initiative, collaboration, entrepreneurialism, creativity and so on. This paper emphasises on deliberate effort for teachers to develop these skills in their wards. Teaching strategies are discussed with examples. Cases for and against teaching for these skills are followed by instances where it can be taught formally. It is concluded that teachers need to have a professional mindset and associate themselves with professional learning organisation. .

Globalization, international mobilization, and technological innovations are some demands of the future. Students must prepare to face these challenges and grasp the opportunities brought by the changing time. To succeed in this modern world, a wide range of knowledge, aptitudes and character qualities are important. This study assessed the 21st-century skills of the pre-service teachers in the Bataan Peninsula State University, Philippines based on the theory of Eight Habits of Highly Effective 21st Century Teachers by Andrew Churches. The researcher used the descriptive method of research and the respondents of this study were the 212 pre-service teachers. Frequency, percentage, weighted mean, t-test, and ANOVA were the statistical treatments used in this study. The researcher used the SPSS Statistical Package for the Social Sciences in the computation of data. The study found that most of the respondents were 24 years old and female. The study revealed the overall 21st century skills of the respondents as outstanding. Among the skills that respondents have is that being risk-takers, followed by being a model, visionary, adaptor, collaborator, leader, learner, while the lowest mean was on being a communicator. There was no significant difference in the 21st-century skills of the pre-service teachers when they were grouped according to profile. Because communication skills was found to be the weakest skill possessed by the respondents, teachers should focus more on the improvement of this skill by involving more students' active participation in class and other school activities.

The present century demands transformative competencies in all spheres of human life and this necessitated the evolution of a new civil right in the modern era. Inevitably, this demands for new sets of skills and competencies in the learners to meet the challenges and competitions of the knowledge economy, labor market and information settings. To build the 21st century skills and competencies in the learners, teachers need to have awareness and knowledge about these skills and apply them in their daily classroom activities. In order to execute the strategies for promoting 21st century skills among learners, a clear perception on the same is highly essential. It is interesting to analyze the perception of the teachers and the missing gaps. This study was conducted to examine the gap between the actual and ideal perception of 21st century skills among secondary school teachers of Kerala. It also examined to what extent their age, teaching experience and subjects have been related to ...