Pre - service Teachers Transversal Competencies in Exploring the 21st Century World

Abstract

The increasingly intertwined world of technology and science and in the context of scientific and technological development, we are challenged to create an education system that can contribute to the production of human resources capable of helping to build a knowledge-conscious social and economic order in accordance with human needs of the 21st century. Furthermore, formal education at all levels, faces the great challenge of preparing students for the forthcoming era of a new revolution. This research is aimed to assess the Pre-service teachers’ competencies in exploring the 21st century world. Employing an adopted questionnaire in a descriptive type of research, the respondents’ competencies in exploring the 21st century world were determined and evaluated. Results showed that BEED III respondents’ skills are habitually improved however BEED IV continuously enhanced their skills. Furthermore, sex have an impact on the 21st century skills of the respondents. Moreover, age and ethnic affiliation of third year group have an impact however ethnic affiliation of fourth year group have an influence on the skills of the respondents. Likewise, the 21st century skills of the junior and fourth year group is significantly related to their socio- demographic profile. Implications to theory, practice and policy, since junior respondents are still on the process of developing their skills, training on enhancement skills is necessary. Identify opportunities in teacher exchange programs for the development of world-class teacher. Social constructivism for learning is used in the development of the Flipped Learning teaching model and social development for learning takes place within some socio-cultural setting.