Karmijn van de Oudeweetering|Joke Voogt
Teachers’ conceptualization and enactment of twenty?first century competences: exploring dimensions for new curricula
University of Amsterdam|University of Amsterdam|Windesheim University of Applied Sciences
abstract despite advocated importance twentyfirst century competences education appears systematically integrated national curricula school curricula classroom activities potential explanations found current ambiguity definitions twentyfirst century competences absence educational actors curriculum development responding shortcomings study aims explore teachers conceptualization enactment twentyfirst century competences constitute dimensions inform curricular guidelines exploratory factor analysis teachers selfreported classroom activities foster students twentyfirst century competences conducted data comprised responses 2804 primary secondaryschool teachers websurvey perceived occurrence specific classroom activities targeting twentyfirst century competences results suggested six coherent dimensions classroom activities foster twentyfirst century competences digital literacy innovative thinking critical thinking communication digital citizenship selfregulated learning computersupported collaborative learning nevertheless substantial interrelationships among six dimensions demonstrated teachers perceive twentyfirst century competences fostered disconnected classroom activities already integrative conception curricular innovation implications findings curricula teaching practice research discussed