Primary Pre-Service Teachers' Beliefs about Developing Future-Ready Learners: A Qualitative Inquiry in Hong Kong

Autor/inn/en	Kohnke, Lucas; Jiang, Meilin; Zou, Di; Wu, Nga-In; Kei Lee, Keith Lap
Titel	Primary Pre-Service Teachers' Beliefs about Developing Future-Ready Learners: A Qualitative Inquiry in Hong Kong
Quelle	In: Asia Pacific Journal of Education, 43 (2023) 3, S.743-758 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kohnke, Lucas) ORCID (Jiang, Meilin) ORCID (Zou, Di) ORCID (Wu, Nga-In) ORCID (Kei Lee, Keith Lap)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2023.2231646
Schlagwörter	Foreign Countries; Preservice Teachers; Elementary School Teachers; English (Second Language); Language Teachers; Student Attitudes; Educational Environment; Futures (of Society); Curriculum Development; Elementary School Curriculum; Technology Integration; Critical Thinking; Problem Solving; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Future; Society; Zukunft; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kritisches Denken; Problemlösen; Hongkong
Abstract	This study explores the readiness of pre-service primary school teachers in Hong Kong to develop future-ready learners. Societal advances require the education sector to continuously update curricula to prepare young people for the future. Schools must equip students with the flexibility to use technologies that have not yet been invented and solve unanticipated problems. In this qualitative study, we analysed the perceptions of 15 pre-service primary school English language teachers at a university in Hong Kong. The study focused on the knowledge and learning environment necessary for developing future-ready learners. Via semi-structured interviews, the findings revealed that the participants believed it is essential to integrate technology into classrooms to address future digital literacy needs. They also noted that students must develop critical thinking skills, problem-solving skills, and soft skills to succeed in the future. The findings also suggest that teachers need to be innovative and adaptable in their pedagogical approaches as the existing primary school curriculum is not cultivating learners' future-readiness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01