Abstract:

The study explored the extent to which 21st first century skills are integrated in the Chinese teacher education programme. This qualitative study was done at a comprehensive normal university in China. Participants were the pre-service teachers and professors from the teacher education programme. Results show that some 21st century skills are fully integrated while other skills are partially integrated. It was also established that there are challenges to the integration of 21st century skills. The study recommends the extension of the practicum period and the abandonment of the old lecture method in favor of new collaborative, team centered methods.

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