Tamil schoolteachers' knowledge competency on implementing creativity, critical thinking, collaboration and communication skills in classroom learning.

• Main Authors: Ponnusamy, Vignesvaran M., Hassan, Zainudin
• Format: Article
• Language: English
• Published: Human Resource Management Academic Research Society (HRMARS) 2023
• Subjects: L Education (General); LB1050.9-1091 Educational psychology
• Online Access: http://eprints.utm.my/105343/1/ZainudinHassan2023_TamilSchoolteachersKnowledgeCompetencyonImplementingCreativity.pdf; http://eprints.utm.my/105343/; http://dx.doi.org/10.6007/IJARPED/v12-i2/17364

The Ministry of Education has implemented a 21st century learning approach to prepare Malaysian students for global competition in higher education and future employment. This shift to 21st century learning has created uncertainty among Tamil schoolteachers, who are accustomed to the conventional education system centered on teacher-led learning and examinations. This research aims to identify the essential knowledge elements required by Tamil schoolteachers to implement the 4C (Critical thinking, Creativity, Collaboration, and Communication) precisely in classroom learning. A qualitative research approach, specifically a Multiple Case Study design, was chosen to conduct the research with a total of nine participants. Data were collected through semi-structured interviews, document analyses, and micro-teaching video analysis, and thematically analyzed and triangulated. The findings indicate that teachers require four types of knowledge to effectively implement the 4C in the classroom: pedagogical knowledge, technological knowledge, 4C skill knowledge, and socioeconomic knowledge. Equipping Tamil schoolteachers with these types of knowledge will assist them to develop their students' 4C skills effectively.