Date of Award
2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
Teachers in Indiana are at a crossroads of college and career preparation. With ever changing benchmarks for Indiana high school graduation, it has become imperative for schools across our state to prepare students for life after K-12. Research has shown that embedding 21st century skills of collaboration, communication, creativity, and critical thinking into instructional practices is a necessity of a new work force needed for the flat world brought about by a global economy. The purpose of this study was to determine Indiana teacher perceptions on their preparedness to embed 21st century skills into their teaching. Did their university and college educations get teacher prep programs right? This study also aimed to determine Indiana teacher perceptions on their current levels of implementation to embed 21st century skills into their teaching. Are Indiana secondary classrooms getting it right? Based on a review of the literature, a survey was distributed to all secondary Indiana teachers to gather data on each of the 21st century skills, as well as demographic data on location (rural, suburban, urban), free and reduced lunch statistics, and teacher years of experience. Analysis of the responses demonstrated that teachers with 10 or more years of experience have higher perceptions regarding their preparation and current levels of implementation of embedding 21st century skills into instructional practices versus their colleagues with fewer years of experience. The results are indicative of the financial turmoil faced by Indiana schools in the past decade. With decreasing funding for public education, school districts have slashed professional development resources in order to funnel funds into classrooms where it is most needed. It is recommended that Indiana reconsider its funding formulas to allow for full funding for public education. This will allow the reinstatement of rich professional development experiences for our teachers, mentor teachers for new practitioners and a renewed focus for continued professional development for those teaching the next generation.
Recommended Citation
Landrum, Amanda Ferriell, "Teacher Perceptions On Preparedness And Implementation Of Embedding 21St Century Skills Into Instructional Practices In Indiana Secondary Schools" (2020). All-Inclusive List of Electronic Theses and Dissertations. 2082.
https://scholars.indianastate.edu/etds/2082