Adult Pre-Service Teachers Applying 21st Century Skills in the Practice

Oct 15, 2026

Uploaded by Mimi

Research examines how 21 Finnish adult preservice teachers integrated 21st-century skills through their instructional working methods during final practicum in autumn 2013. Data include practicum plans, recorded lessons, and written practicum syntheses. The study responds to shifting teaching demands driven by technological development and changing working-life skills. It highlights Finnish teacher education’s goal to strengthen technology use, critical thinking, problem solving, collaboration, and creativity across practicums.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Examining Future Skills

Adult Pre-Service Teachers Applying 21st Century Skills in the Practice By Päivi Valli 􀀍 Päivi Perkkilä† Raine Valli‡ In this research we present how a group of Finnish adult preservice teachers (n=21) incorporated 21st CS through their methods of working instructional methods in the final practicum in autumn 2013. The research material consists of pre-service teacher’s practicum plans, taped lessons and written practicum synthesis. The nature of teaching has changed significantly during the past decades, as a result of which teaching has never been more difficult or more important. This is a challenge also for teacher education programs. The adult teacher education program at Kokkola University Consortium Chydenius focuses on developing 21st century skills (21st CS) to enhance the use of technology, to support critical thinking and problem solving, and to enable collaboration and creativity during studies. Our curriculum is designed to produce deep understanding and authentic application of 21st CS in all practicums. Because Finnish teachers are free to choose their methods, it is important that pre-service teachers are aware of 21st CS. The current Finnish national curriculum includes some 21st CS, such as learning through peer interaction, helping students (= pre-service teachers) take responsibility for their learning, and helping them develop strategies for applying skills in novel situations. At the moment, Finland is in the midst of a curriculum reform that includes consideration of adopting 21st CS more clearly in learning situations. We found that 21st CS were taken into account in planning learning environments, but how to apply 21st CS in classroom demanded deeper understanding and abilities of applying these skills in practice. 􀀍University Teacher, Kokkola University Consortium Chydenius, University of Jyväskylä , Finland. †Senior Lecturer, Kokkola University Consortium Chydenius, University of Jyväskylä, Finland. ‡Professor, Kokkola University Consortium Chydenius, University of Jyväskylä, Finland. [https://doi.org/10.30958/aje.1-2-2](https://doi.org/10.30958/aje.1-2-2) doi=10.30958/aje.1-2-2 Introduction The high-quality education of Finland is based on high-quality teacher training. Since teaching is a respected profession universities can select the most suitable and motivated students (from all applicants) . At all levels teachers are required to have a Master’s Degree and universities are allowed to decide on their curriculum independently within a certain framework. The goal is to train research-oriented teachers who have the ability to solve problems independently. Teacher training also includes pedagogical studies (60 ECTS ¹) and guided teaching practice. Teacher training must constantly evolve to face the challenges in society, such as technological development and changing working life skills. In Finland, teachers have the freedom and possibility to work in the way they choose, which is based on confidence in teachers. The purpose of teacher training is to provide graduating teachers with versatile and necessary knowledge and skills. (Niemi &Jakku-Sihvonen, 2011; Sahlberg, 2007) Teacher graduates face rapidly changing society through their work at school and the school must respond to the demands of changing society. According to Välijärvi (2005), future teachers are expected to have more and more knowledge and skills to face and understand the challenges of changing society. They must respond to these changes and develop the school system. Thus, one of the tasks of teacher education is to train teachers who have the skills and knowledge that future citizens will need. To refer these future citizens’ skills and knowledge, international research and education planners have developed the concept 21st century skills/learning (Partnership for 21st century skills, 2011; Häkkinen, Juntunen&Laakkonen, 2012; Lankinen, 2010) . Future skills and knowledge include, among others, critical thinkin

FAQs

What is the purpose of the research on 21st century skills?

The research investigates how critical thinking, problem solving, collaboration, creativity, and information technology are manifested in teacher students’ learning whole plans and in classroom practice during the practicum period.

What data sources were used in the study?

The study uses practicum plans, taped (recorded) lessons, and written practicum syntheses collected from 21 Finnish adult preservice teachers.

Why is applying 21st century skills in classrooms challenging?

The curriculum reform and existing national curriculum include elements of these skills, but applying them in classroom practice requires deeper understanding and abilities to implement them effectively.

Oct 15, 2026

Uploaded by Mimi