Preface

**Section 2 Teachers and Students in a Changing World 117**

**Temporality in Teaching Practices 119**

Christine Edwards-Groves

Chapter 8 **Teacher Pedagogical Choice 141**

Peter Burridge

**VI** Contents

**his Students 173**

Ruiz

**Section 3 Miscellanea 249**

Rutland

Victorița Trif

Diana Marcela Pedraza Díaz

Chapter 12 **Case Studies as Unconventional Meanings 211**

Chapter 13 **Oral Communication Skills and Pedagogy 231** Eleni Mousena and Trifeni Sidiropoulou

Chapter 15 **The Role of Pedagogy in Clinical Education 269**

John Tredinnick-Rowe

**Equation Solving 287** Bing H. Ngu and Huy P. Phan

Chapter 7 **The Practice Architectures of Pedagogy: Conceptualising the**

Chapter 9 **Large Courses at Universities: Criteria for Teacher Action 159**

Chapter 10 **Education in Confessional Schools According to the Speech of**

Chapter 11 **Categorizing Teaching Knowledge from the Perspective of**

**Students: Narratives about Memorable Teachers 189**

Chapter 14 **Is Your Extra X Chromosome Holding You Back? An Insight into Female Education and Academic Careers in STEMM 251** Aziza Alibhai, Mariam Moiz Saigar, Emilia Harding and Catrin Sian

Chapter 16 **Achievement Bests Framework, Cognitive Load Theory, and**

Miguel Navarro-Rodríguez, Rubén Edel-Navarro and Yaneth Soto-

Oscar M. Jerez, Catalina A. Ortiz, Marcos S. Rojas and César A. Orsini

**Convergences between Sociality, Dialogue, Ontology and**

In a global context characterized by globalization, diversity and transformation, the societies of the 21st century are subject to uncontrollable social, cultural, political, economic and tech‐ nological changes. These changes have also affected the School which, in order to face new challenges, has to redefine its role. In the context of this complex society, full of paradoxes and uncertainties, with children and young people who have to face new and different problems from those of previous generations, the need for a transformation of education systems and schools is demonstrated by the studies presented in this book.

Schools have to respond to new challenges. They have to prepare young people for future work that at present is hard to imagine, give them tools to construct civic identities in in‐ creasingly complex and plural multicultural societies, and make education a comprehensive and continuing lifelong experience, as the UNESCO Report 'Rethinking Education' (2015) underlines. Digital, social, intercultural and emotional competences should be assessed, not only cognitive and technical skills, necessary for a full life in the 21st century. Teachers must be prepared to successfully face these challenges. But this process must be developed with the complicity and collaboration of families, teachers and other educational agents, within the framework of a school open to the community and the environment.

In addition, it should be noted that universities are not unaware of these changes and uni‐ versity teachers are beginning to introduce methodological and organizational changes in their classes. Some of these actions are developed in the following chapters.

This book is a compendium of chapters prepared by authors from different centers and uni‐ versities in the five continents. This fact gives it a special relevance by showing under differ‐ ent approaches and context, the original and leading contributions of international academics on the role of Education and Pedagogy in the 21st century and the new challenges they have to face. Some of these chapters are the result of personal reflections from a comprehensive review of the literature on the subject, others show the state of the issue, in a particular coun‐ try or region. Others works are the result of empirical research in determined context.

Some authors focus their contributions on the organization, structures and methodologies changes, implemented in some schools, because the needs and the social functions, or at least some of them, have changed significantly. Some global and integrated practices are showed. Other authors refer to an inclusive and cooperative education to ensure sustainable learning. In this diverse and changing context, new roles of teachers and students are rede‐ fined. And one of the current demands is to know the characteristics of the ideal school and of the ideal teacher, and the factors that define him. Finally, other authors focus their re‐ search on the university teaching in various disciplines.

We distribute these chapters into three sections. The first section, entitled "Education in The 21st Century: A Change of Paradigm?", offers a selection of theoretical or empirical studies, on the role of education and pedagogy in the 21st century, the social functions of the School, inclusive education, intercultural education, environmental education, education in values, Innovative teaching methods, the role of ICT, among others.

The second section, entitled "Teachers and Students in a Changing World" focuses on the re‐ definition of teachers and students roles, the students' perception about education and school, the teaching action, the skills, aptitudes and attitudes of a good teacher, among other aspects.

Finally, the last section, denominated "Miscellanea", offers us other topics that will also arouse the interest of the reader, such as, the variable of gender in higher education, and the application of Pedagogy in the teaching of other disciplines such as those related to the field of health and mathematics.

We appreciate the opportunity to present this book that summarizes serious and rigorous studies, the result of analysis or personal reflection. This book gathers some interesting and innovative approaches, in forms and contents, which will facilitate the scientific advance of the disciplines of Social Sciences and Humanities. In a complicated environment for education and for research, some multidisciplinary proposals that offer a holistic vision of education and teaching in the 21st century will be designed. New valid knowledge based on solid and wellfounded background will also be provided. It will help us to reflect on the role of education and school and to build a freer society. Avant-garde contributions in actual research and teaching, which are amalgamated in this book, cannot cease in their functions of lighthouse.

> **Olga Bernad and Núria Llevot** University of Lleida Lleida, Spain

**Section 1**

**Education in The 21st Century: A Change of**

**Paradigm?**

**Education in The 21st Century: A Change of Paradigm?**

We distribute these chapters into three sections. The first section, entitled "Education in The 21st Century: A Change of Paradigm?", offers a selection of theoretical or empirical studies, on the role of education and pedagogy in the 21st century, the social functions of the School, inclusive education, intercultural education, environmental education, education in values,

The second section, entitled "Teachers and Students in a Changing World" focuses on the re‐ definition of teachers and students roles, the students' perception about education and school, the teaching action, the skills, aptitudes and attitudes of a good teacher, among other aspects. Finally, the last section, denominated "Miscellanea", offers us other topics that will also arouse the interest of the reader, such as, the variable of gender in higher education, and the application of Pedagogy in the teaching of other disciplines such as those related to the field

We appreciate the opportunity to present this book that summarizes serious and rigorous studies, the result of analysis or personal reflection. This book gathers some interesting and innovative approaches, in forms and contents, which will facilitate the scientific advance of the disciplines of Social Sciences and Humanities. In a complicated environment for education and for research, some multidisciplinary proposals that offer a holistic vision of education and teaching in the 21st century will be designed. New valid knowledge based on solid and wellfounded background will also be provided. It will help us to reflect on the role of education and school and to build a freer society. Avant-garde contributions in actual research and teaching, which are amalgamated in this book, cannot cease in their functions of lighthouse.

**Olga Bernad and Núria Llevot**

University of Lleida Lleida, Spain

Innovative teaching methods, the role of ICT, among others.

of health and mathematics.

VIII Preface

**Chapter 1**

**Provisional chapter**

**Pedagogy of the Twenty-First Century: Innovative**

In the twenty-first century, significant changes are occurring related to new scientific discoveries, informatization, globalization, the development of astronautics, robotics, and artificial intelligence. This century is called the age of digital technologies and knowledge. How is the school changing in the new century? How does learning theory change? Currently, you can hear a lot of criticism that the classroom has not changed significantly compared to the last century or even like two centuries ago. Do the teachers succeed in modern changes? The purpose of the chapter is to summarize the current changes in didactics for the use of innovative teaching methods and study the understanding of changes by teachers. In this chapter, we consider four areas: the expansion of the subject of pedagogy, environmental approach to teaching, the digital generation and the changes taking place, and innovation in teaching. The theory of education, figuratively speaking, has two levels. At the macro-level, in the "education-society" relationship, decentralization and diversification, internationalization of education, and the introduction of digital technologies occur. At the micro-level in the "teacher-learner" relationship, there is an active mix of traditional and innovative methods, combination of an activity approach with an energyinformational environment approach, cognition with constructivism and connectivism. **Keywords:** didactics, digital generation, innovative teaching methods, environmental

**Pedagogy of the Twenty-First Century: Innovative** 

DOI: 10.5772/intechopen.72341

© 2016 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution,

© 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use,

distribution, and reproduction in any medium, provided the original work is properly cited.

and reproduction in any medium, provided the original work is properly cited.

The new century introduced significant changes in didactics and teaching methods. Pedagogy of the twentieth century differs from the pedagogy of the twenty-first century. Since the beginning of the twenty-first century, there have been many changes in the development of

**Teaching Methods**

**Teaching Methods**

Bakhytkul Akshalova

**Abstract**

Bakhytkul Akshalova

Aigerim Mynbayeva, Zukhra Sadvakassova and

Aigerim Mynbayeva, Zukhra Sadvakassova and

Additional information is available at the end of the chapter

Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/intechopen.72341

approach to teaching, pedagogy

**1. Introduction**

**Provisional chapter**
