Case Study of Teacher Experiences and Perceptions with Elementary 21st Century Learning

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Sauls_Melissa_Case_Study_of.pdf (1.2 MB)

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2023

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Abstract

Shifts in pedagogy and instructional practice to meet the needs of 21st century learners require developing critical skills that begin in kindergarten. The problem is that teacher experiences and perceptions of the elementary implementation of 21st century learning skills have not been explored in many regions of the United States. Knowledge gained through the exploration of social interaction and cognitive development could benefit educators, students, the business community, and society. The purpose of the qualitative case study was to explore the teachers’ experiences and perceptions of implementing 21st century learning skills. A gap exists in the literature focused on elementary education during this time. Bloom’s (1956) theory of cognitive development and Vygotsky’s (1934) sociocultural theory of cognitive development will provide the theoretical lens and serve as the theoretical framework of this study. Research questions were structured to gather information on teachers’ experiences and perceptions of social interaction and cognitive development in implementing the 21st century learning skills of creativity, critical thinking, communication, and collaboration. Approximately 19 kindergarten through fifth-grade teachers in a single North Georgia elementary school was the population of the study. Criteria for participation required participants that have been teaching for a minimum of one full year in their current school. Data collected through an open-ended questionnaire, one-on-one interviews, and focus groups were analyzed using thematic analysis. The findings of the study can be used to inform next steps to ensure teachers have the support and resources needed to be successful. Keywords: 21st century skills, cognitive development, elementary education, implementation, learning, teacher experiences, teacher perceptions, teaching

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https://hdl.handle.net/20.500.12520/174

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Curriculum and Instruction Dissertations