Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0

Education 4.0 prepares new generations to develop the skills required to perform in a technological, dynamic, and unpredictable world. The main barrier to implementing Education 4.0 in schools is that teachers have not been trained for it. Given the advances and new resources of the technological fi...

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Autores principales:	Kiomi Matsumoto-Royo, Maria Soledad Ramírez-Montoya, Paulette Conget
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	higher education teacher education practice-based educational innovation education 4.0 Information technology T58.5-58.64
Acceso en línea:	https://doaj.org/article/8cfe28b9d82e42eca7106a02b93d0a4f
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spelling	oai:doaj.org-article:8cfe28b9d82e42eca7106a02b93d0a4f2021-11-25T17:39:59ZOpportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.010.3390/fi131102921999-5903https://doaj.org/article/8cfe28b9d82e42eca7106a02b93d0a4f2021-11-01T00:00:00Zhttps://www.mdpi.com/1999-5903/13/11/292https://doaj.org/toc/1999-5903Education 4.0 prepares new generations to develop the skills required to perform in a technological, dynamic, and unpredictable world. The main barrier to implementing Education 4.0 in schools is that teachers have not been trained for it. Given the advances and new resources of the technological field, teacher preparation will be insufficient if it focuses on technological skills but does not incorporate the necessary dispositions for lifelong learning. Universities have the ethical imperative to update teacher education so teachers can become lifelong learners. The objective of this study was to understand whether practice-based curricula offer opportunities to promote lifelong learning tendencies. We used a sequential explanatory method. Quantitative and qualitative instruments were applied to pre-service teachers (survey: n = 231, semi-structured interviews: n = 8), and causal and descriptive approaches were supported by a structural equation model and constant comparative method, respectively. Data triangulation confirmed and added depth to the relationship found. Practice opportunities provided by teacher educators in learning activities and assessment tasks promote curiosity, motivation, perseverance, and self-learning regulation, when they are (i) systematic; (ii) relevant to the classroom work; (iii) presented with clear instructions and effective rubrics; (iv) accompanied with feedback focused on the task, soliciting reflection, and performed by peers and teacher educators in a trustworthy environment. This research may be of value to universities looking to renew their Education 4.0 programs because it shows that practice-based curricula not only transform pre-service teachers into teaching experts but also into lifelong learners.Kiomi Matsumoto-RoyoMaria Soledad Ramírez-MontoyaPaulette CongetMDPI AGarticlehigher educationteacher educationpractice-basededucational innovationeducation 4.0Information technologyT58.5-58.64ENFuture Internet, Vol 13, Iss 292, p 292 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	higher education teacher education practice-based educational innovation education 4.0 Information technology T58.5-58.64
spellingShingle	higher education teacher education practice-based educational innovation education 4.0 Information technology T58.5-58.64 Kiomi Matsumoto-Royo Maria Soledad Ramírez-Montoya Paulette Conget Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0
description	Education 4.0 prepares new generations to develop the skills required to perform in a technological, dynamic, and unpredictable world. The main barrier to implementing Education 4.0 in schools is that teachers have not been trained for it. Given the advances and new resources of the technological field, teacher preparation will be insufficient if it focuses on technological skills but does not incorporate the necessary dispositions for lifelong learning. Universities have the ethical imperative to update teacher education so teachers can become lifelong learners. The objective of this study was to understand whether practice-based curricula offer opportunities to promote lifelong learning tendencies. We used a sequential explanatory method. Quantitative and qualitative instruments were applied to pre-service teachers (survey: n = 231, semi-structured interviews: n = 8), and causal and descriptive approaches were supported by a structural equation model and constant comparative method, respectively. Data triangulation confirmed and added depth to the relationship found. Practice opportunities provided by teacher educators in learning activities and assessment tasks promote curiosity, motivation, perseverance, and self-learning regulation, when they are (i) systematic; (ii) relevant to the classroom work; (iii) presented with clear instructions and effective rubrics; (iv) accompanied with feedback focused on the task, soliciting reflection, and performed by peers and teacher educators in a trustworthy environment. This research may be of value to universities looking to renew their Education 4.0 programs because it shows that practice-based curricula not only transform pre-service teachers into teaching experts but also into lifelong learners.
format	article
author	Kiomi Matsumoto-Royo Maria Soledad Ramírez-Montoya Paulette Conget
author_facet	Kiomi Matsumoto-Royo Maria Soledad Ramírez-Montoya Paulette Conget
author_sort	Kiomi Matsumoto-Royo
title	Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0
title_short	Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0
title_full	Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0
title_fullStr	Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0
title_full_unstemmed	Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0
title_sort	opportunities to develop lifelong learning tendencies in practice-based teacher education: getting ready for education 4.0
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/8cfe28b9d82e42eca7106a02b93d0a4f
work_keys_str_mv	AT kiomimatsumotoroyo opportunitiestodeveloplifelonglearningtendenciesinpracticebasedteachereducationgettingreadyforeducation40 AT mariasoledadramirezmontoya opportunitiestodeveloplifelonglearningtendenciesinpracticebasedteachereducationgettingreadyforeducation40 AT pauletteconget opportunitiestodeveloplifelonglearningtendenciesinpracticebasedteachereducationgettingreadyforeducation40
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Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0

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