Welcome back to our insightful series on 21st century education. In this latest installment, we turn our focus back to a topic I last discussed in 2011: the characteristics of 21st-century teachers. It’s astounding to reflect on how much has changed in the intervening years in the world of education and teaching.
The pace of change, driven predominantly by the rapid encroachment of digital and now ai technologies, has accelerated dramatically. Gone are the days when educational progress was measured in decades; today, the landscape shifts almost annually, underscoring the dynamic and evolving nature of teaching in the modern era.
in this post, I share with you my perspectives, drawn from my experiences as a blogger, educator, and academic with a PhD in educational studies, on what constitutes the quintessential characteristics of 21st century teachers. The fast-paced evolution in educational technology and methodologies necessitates a fresh look at what features teachers should exhibit to be effective and relevant in this ever-changing environment.
We’ll explore not just the enduring qualities that have always underpinned good teaching but also new dimensions that have emerged, especially in light of advancements in ai and digital technologies. Whether you’re an educator seeking to stay ahead of the curve or simply interested in the future of teaching, this post is designed to offer valuable insights into the qualities that define successful 21st century educators.
Related: 10 Characteristics of 21st Century Learners
Characteristics of The 21st Century Teachers
Here are what I believe (backed by research) are the characteristics that 21st century teachers should have:
1. Collaborative and Networked
Collaboration has always been a cornerstone of effective teaching but its importance has even skyrocketed in the 21st century educational settings. Why? because teaching is no longer an isolated profession; it’s a dynamic and interconnected field requiring teachers to work collaboratively and build expansive professional and personal learning networks.
Collaboration transcends classroom boundaries, involving a myriad of stakeholders – colleagues, students, parents, and the broader educational community. When teachers engage in this collaborative culture, they share best practices, develop interdisciplinary projects, and contribute to professional learning communities, leading to more innovative teaching strategies and cohesive learning environments.
Networking, both in-person and online through social media, educational blogs, video conferences, and forums, plays a crucial role. It’s a conduit for staying abreast of the latest educational trends, resources, and technologies. In my experience, these connections don’t just bring new ideas and perspectives to the classroom; they also offer support and inspiration from a global teaching community.
Recent research reinforces this perspective. For instance, a study by Louis and Marks reveals that schools with strong professional communities not only enhance student achievement and classroom organization but also lead to greater student engagement and reduced learning disparities. This highlights the essential role of teacher collaboration in school reform efforts, with restructured schools reporting marked improvements in student performance.
Along similar lines, findings from a study titled ‘Influence of Teacher Collaboration on Job Satisfaction and Student Achievement,’ shows that in the United States, collaboration during planning significantly enhanced students’ math achievement. However, the impact varied between countries; for instance, in Japan, sharing teaching experiences boosted teacher confidence.
Combining these insights, it’s evident that collaboration in the 21st-century teaching landscape is not just beneficial but essential. It enhances teaching practices, fosters professional growth, and significantly improves student outcomes. The transition to a collaborative approach, while challenging, yields substantial rewards in terms of student learning, teacher satisfaction, and overall school effectiveness.
2. Adaptive and Flexible
Adaptability and flexibility are essential traits in the ever-evolving landscape of education. 21st-century teachers need to be skilled in adapting to various educational environments and catering to diverse student populations. This means being open to change and ready to modify teaching methods and strategies as needed.
An adaptive teacher is able to recognize and respond to the different needs and backgrounds of their students, adjusting their approach to maximize learning for all. This could involve using differentiated instruction, incorporating multicultural education, or employing a range of assessment methods.
Adaptive teachers, as Madda et al. (2011) contend, engage in “an orchestration…a curricular dance (more like a ballet) (adaptive teachers) responsive(ly)teach…and with the slightest change in the instructional ecology of the classroom, change their position in order to support student learning” (p. 57, cited in Vaughn, 2015, p. 43).
The importance of adaptability for teachers is well documented in the research literature (e.g., Madda et al., 2011, Nurmi et al., 2013; Parsons, 2012; Vaughn, 2015, ). For instance, in her study titled “Adaptive Teaching: Reflective Practice of Two Elementary Teachers’ Visions and Adaptations During Literacy Instruction“, Vaughn (2014) examines how two elementary teachers adapt their teaching methods in response to their students’ needs during literacy instruction. Findings highlight the importance of adaptability in teaching, showing that effective teachers are flexible and responsive to their students’ learning requirements. The study also underscores the role of teachers’ visions in guiding their adaptive teaching decisions, thereby enhancing the effectiveness of literacy instruction.
In their quantitative study of over 300 Finnish first graders, Nurmi et al., (2013) investigated the impact of instructional adaptations on student literacy achievement. They identified a causal link between adaptive teaching, factors such as class size, and literacy success in students. Their research concluded that teachers’ tailored instruction notably enhanced students’ decoding and vocabulary skills, emphasizing the effectiveness of individualized teaching approaches in improving literacy outcomes.
Together, these studies underscore adaptability as a critical skill in teaching, linking it to enhanced teacher engagement, responsiveness to student needs, and overall instructional effectiveness.
3. Innovative and Creative
Innovation and creativity are at the heart of 21st-century teaching. With the constant influx of new technologies and educational theories, teachers today are expected to be innovative in their approach to education. This involves experimenting with new teaching methods, integrating technology in creative ways, and thinking outside the traditional pedagogical box.
Innovative teaching, as Zhu et al (2013) confirm, “is a necessity for all teachers in order to meet the educational needs of the new generations.” (p. 9). Indeed, various scholars have emphasized the importance of including innovative and creative teaching skills in teacher education (e.g., Brouwer & Korthagen, 2005; Ferrari, Cachia, & Punie, 2009; Zhu et al., 2013).
An innovative teacher, therefore, is not afraid to try new things in the classroom, whether it’s a novel approach to a lesson plan, a unique project idea, or incorporating cutting-edge technology. Creativity in teaching also means finding new ways to engage students, make learning fun, and stimulate students’ curiosity and imagination.
4. Culturally Responsive
Being culturally responsive is a crucial characteristic of a 21st-century teacher. This involves recognizing, respecting, and using students’ cultural backgrounds and experiences as conduits for effective teaching and learning. But culture is an elusive concept and mandates a definition here.
Culture, as defined by Geneva Gay (2018) in her book Culturally Responsive Teaching: Theory, Research, and Practice, is “a dynamic system of social values, cognitive codes, behavioral standards, worldviews, and beliefs used to give order and meaning to our own lives as well as the lives of others” (p. 8)
But what’s the relation between culture and teaching, one might ask?
Well, they are intricately and symbiotically connected. I like how George and Louise Spindler (1994) articulated this connection:
Teachers carry into the classroom their personal cultural background. They perceive students, all of whom are cultural agents, with inevitable prejudice and preconception. Students likewise come to school with personal cultural backgrounds that influence their perceptions of teachers, other students, and the school itself. Together students and teachers construct, mostly without being conscious of doing it, an environment of meanings enacted in individual and group behaviors, of conflict and accommodation, rejection and acceptance, alienation and withdrawal” (p. xii cited in Gay, p. 9)
Teaching and education in general are, as Pai, Adler, and Shadiow (2006) put it, inherently a “sociocultural process” (p. 8) and that culture permeates all of our pedagogic practices and interactions. As such, teaching and learning are “always mediated or shaped by cultural influences, they can never be culturally neutral” (Gay, 2018, p. 8).
In this context, culturally responsive teaching means being aware of the cultural diversity in the classroom and integrating this awareness into teaching practices and curriculum choices. It’s about creating an inclusive classroom environment where all students feel valued and where their cultural perspectives are seen as assets rather than barriers.
This approach can involve incorporating multicultural content in lessons, using teaching methods that reflect diverse learning styles, and acknowledging and addressing cultural biases. As a teacher who has worked in culturally diverse settings, I’ve learned that being culturally responsive not only promotes a more inclusive and equitable learning environment but also enriches the educational experience for all students by exposing them to different worldviews and perspectives.
5. Global Perspective
Teachers in the 21st century are expected to raise global awareness among their students. That is, they need to go beyond the confines of local or national boundaries and educate students about global issues and cultures. A global perspective in teaching involves incorporating international content into the curriculum, promoting awareness of global challenges like climate change, poverty, and social justice, and fostering respect for cultural diversity. This can also mean encouraging students to think critically about their place in the world and their responsibilities as global citizens.
In his paper “Teaching with a Global Perspective”, Dr. Percy Richardson (2012) emphasizes the importance of preparing students for a globally interconnected world. He argues that educators must equip students with knowledge about global economics, cultural literacy, and diverse perspectives.
Richardson further suggests incorporating global themes into textbooks and curricula, and the value of study abroad programs and foreign language education. This approach, as Richardson states, helps students understand and appreciate global diversity, fostering skills necessary for success in the international workforce and promoting global citizenship.
6. Inclusive and Empathetic
Inclusivity and empathy are key traits of modern educators. Inclusive teaching means ensuring that all students, regardless of their background, abilities, or challenges, have equal access to learning opportunities and feel supported and valued in the classroom. This involves understanding and accommodating different learning needs, whether they are related to disabilities, language barriers, or cultural differences.
Empathy in teaching is about being able to understand and share the feelings of students. Dialogue, as Freire (1970) stresses, is one of the key strategies to develop and nurture empathetic relations with students. When they feel that their voices are welcomed, respected, and valued, students tend to engage in active learning paving the way for developing what John Dewey (1916) called critical consciousness (see also Dewsbury & Brame, 2019).
7. ai and Data Literacy
With the ai revolution in full swing, teachers’ digital proficiency kit should also include ai and data literacy. By ai literacy I mean the ability to develop a working understanding of the basics of artificial intelligence and how it can be applied in educational settings. However, ai literacy for teachers should never be just about using ai tools but also about understanding the implications of ai in education, including ethical considerations, data privacy, and the impact on student learning and engagement.
Teachers with ai and data literacy can leverage ai-powered tools for personalized learning, use data analytics to track and improve student performance, and even integrate ai topics into the curriculum. This knowledge helps in preparing students for a future where ai will be a significant part of many industries and professions. Google’s ai literacy resource can help teachers learn more about how to effectively make the best of artificial intelligence technologies in their educational practice.
8. Environmental and Sustainability Advocate
Another defining characteristic of a 21st-century teacher is being an advocate for environmental awareness and sustainability. This involves incorporating sustainability into the curriculum and teaching practices, and fostering an understanding of environmental issues among students.
In a meta analysis of 169 studies stretching over five decades of research on the effectiveness of environmental education for children and adolescents, Wetering et al. (2022) found significant improvements in environmental knowledge (g = 0.953), attitudes (g = 0.384), intentions (g = 0.256), and mostly self-reported behavior (g = 0.410) following environmental education. The research also demonstrates environmental education’s potential to enhance students’ environmental awareness and actions.
So, as the world grapples with climate change and environmental challenges, it’s important for us, educators, to prepare students to be environmentally conscious and to understand their role in creating a sustainable future. This can include lessons on ecological footprints, renewable energy, and sustainable living practices.
Teachers can also inspire students through project-based learning that addresses environmental issues or by encouraging participation in school-wide sustainability initiatives.
Final thoughts
Reflecting on the changes since my last discussion on this topic in 2011, it’s evident how quickly the field of education evolves. What used to be measured in decades now shifts within years, challenging educators to continually adapt, learn, and grow. These characteristics we’ve outlined are not just ideals; they are necessities for teachers who aim to provide relevant, engaging, and effective education in the 21st century.
Drawing from my experience as a blogger, educator, and academic, I believe these traits are crucial in equipping teachers to not only navigate the current educational terrain but also to shape it. As we move forward, embracing these qualities will be key in fostering learning environments that are inclusive, innovative, and prepared to meet the challenges of an increasingly complex world.
Sources
- Brouwer, N., & Korthagen, F. (2005). Can teacher education make a difference? American Educational Research Journal, 42(1), 153–224.
- Collie, R., Granziera, H., & Martin, A. J. (2018). Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment.Teaching and Teacher Education, 74, 125-136. https://doi.org/10.1016/j.tate.2018.04.015
- Coulter, S. E. (2009). Does teachers’ work in professional learning communities explain variations in their students’ achievement scores? Exploring the relationships between professional learning community, teacher and student characteristics. Doctoral Dissertation. Retrieved from https://trace.tennessee.edu/utk_graddiss/6003/
- Dewey J. (1916). Democracy and education. New York: Macmillan
- Dewsbury B, Brame CJ. (2019). Inclusive Teaching. CBE Life Sci Educ, 18(2). doi: 10.1187/cbe.19-01-0021. PMID: 31025917; PMCID: PMC7058128.
- Ferrari, A., Cachia, R., & Punie, Y. (2009). Literature review on Innovation and Creativity in E&T in the EU Member States. Retrieved from http://www.jrc.ec.europa.eu/.
- Freire P. (1970). Pedagogy of the oppressed. (Ramos M. B., Trans). (p. 2007). New York: Continuum.
- Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd Edition). Teachers College Press.
- Madda, C. L., Griffo, V. B., Pearson, P. D. & Raphael, T. E. (2011). Balance in comprehensive literacy instruction: Evolving conceptions. In L. M. Morrow & L. B. Gambrell(Eds.), Best practice in literacy instruction (4th ed., pp. 37–63). New York, NY:Guilford
- Nurmi, J. E., Kiuru, N., Ahonen, T., Lyyra, A. L., Lerkkanen, M.-K., Poikkeus, A.-M.,Leskinen, E., & Niemi, P. (2013). Teachers adapt their instruction in reading according toindividual children’s literacy skills.Learning and Individual Differences, 23,72–79.
- Parsons, S. A. (2012). Adaptive teaching in literacy instruction: Case studies of two teachers. Journal of Literacy Research, 44, 149–170.
- Reeves, P. M., Pun, W. H., & Chung, K. S. (2017).Influence of teacher collaboration on job satisfaction and student achievement. Teaching and Teacher Education, 67, 227-236. https://doi.org/10.1016/j.tate.2017.06.016
- Richardson, D. (2012). Teaching with a Global Perspective. Inquiry: The Journal of the Virginia Community Colleges, 17 (1). Retrieved from https://commons.vccs.edu/inquiry/vol17/iss1/5
- Vaughn, M. (2015). Adaptive teaching: Reflective practice of two elementary teachers’ visions and adaptations during literacy instruction. Reflective Practice, 16(1), 43-60, DOI: 10.1080/14623943.2014.944143
- van de Wetering, J., Leijten, P., Spitzer, J., & Thomaes, S. (2022). Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis. Journal of Environmental Psychology, 81, 101782-. https://doi.org/10.1016/j.jenvp.2022.101782
- Zhu, C., Wang, D., Cai, K. & Engels, N. (2013) What core competencies are related to teachers’ innovative teaching?, Asia-Pacific Journal of Teacher Education, 41(1), 9-27, DOI: 10.1080/1359866X.2012.753984
