Teacher Perceptions of a 21st Century Classroom


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Authors

  • Ahmet Göçen
  • Sümeyye Hatice ERAL
  •  Mustafa Hakan BÜCÜK 

DOI:

https://doi.org/10.33200/ijcer.638110

Keywords:

Educational Technology, School Management, Flexible Learning Zones, Future Classroom Lab, Classroom Design

Abstract

Despite the uncertainty in the rapidly changing world, many countries expect their educational institutions to be ready for the future. To meet these expectations, educational policymakers bring in new changes. One of these transformational changes is the “Future Classroom Lab (FCL),” coordinated by the European Schoolnet with 15 countries, including the Turkish Ministry of National Education. These classrooms reconsider the changing roles of teachers and students, the traditional classroom layout, and propose solutions for more effective learning experiences for the 21st century. This study, based on the qualitative method, aims to introduce the opinions of teachers from different levels of education about future classrooms to determine what is expected regarding the new educational environments in terms of teachers, schools, students and classrooms. A case study design is used within the research, and criterion sampling is employed. The data is collected via semi-structured interviews. This study presents educational stakeholders with the desired framework concerning future classrooms in line with 21st century schools. The results imply that there is a need for new classrooms along with technology integration and pedagogy to keep up with the developing world. To achieve sustained growth, policymakers should focus more on technology-assisted, flexible learning zones and the technology competent leaders and teachers.

Author Biographies

Ahmet Göçen

Corresponding Author: Ahmet Göçen, ahmet135@gmail.com

https://doi.org/10.33200/ijcer.638110

Sümeyye Hatice ERAL

 Mustafa Hakan BÜCÜK 

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Published

30.10.2022

How to Cite

Göçen, A., ERAL, S. H., & BÜCÜK , MustafaH. (2022). Teacher Perceptions of a 21st Century Classroom . International Journal of Contemporary Educational Research, 7(1), 85–98. https://doi.org/10.33200/ijcer.638110

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