Empowering education professionals with twenty-first century skills through Master’s of Education dissertation/thesis work

References

• Aitken, G., Smith, K., Fawns, T., & Jones, D. (2020). Participatory alignment: A positive relationship between educators and students during online masters dissertation supervision. Teaching in Higher Education, 1–15. Advanced online publication. https://doi.org/10.1080/13562517.2020.1744129
   Google Scholar
• BERA. (2011). Ethical guidelines for educational research. https://www.bera.ac.uk/wp-content/uploads/2014/02/BERA-Ethical-Guidelines-2011.pdf.
   Google Scholar
• BERA. (2018). Ethical guidelines for educational research (4th ed.). https://www.bera.ac.uk/researchers-resources/publications/ethical-guidelines-for-educational-research-2018
   Google Scholar
• Binkley, M., Erstad, O., Hermna, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, E. Care, & B. McGa (Eds.), Assessment and teaching of 21st century skills (pp. 17–66). Springer.
   Google Scholar
• Burakgazi, S. G., Karsantık, Y., Aktan, T., Ayaz, M. A., Büge, B. C., Karataş, F., Ödün, S., Şanlı, Ş. V., Tarım, B., & Yavaşca, O. (2019). Equipped or not? Investigating pre-service teachers’ 21st century skills. Asia Pacific Journal of Education, 39(4), 451–468. https://doi.org/10.1080/02188791.2019.1671803
   Web of Science ®Google Scholar
• Cai, J., & Gut, D. (2020). Literacy and digital problem-solving skills in the 21st century: What PIAAC says about educators in the United States, Canada, Finland and Japan. Teaching Education, 31(2), 177–208. https://doi.org/10.1080/10476210.2018.1516747
   Web of Science ®Google Scholar
• Chan, C. K. Y., Fong, E. T. Y., Luk, L. Y. Y., & Ho, R. (2017). A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum. International Journal of Educational Development, 57, 1–10. https://doi.org/10.1016/j.ijedudev.2017.08.010
   Web of Science ®Google Scholar
• De Kleijn, R. A. M., Bronkhorst, L. H., Meijer, P. C., Pilot, A., & Brekelmans, M. (2016). Understanding the up, back, and forward-component in master’s thesis supervision with adaptivity. Studies in Higher Education, 41(8), 1463–1479. https://doi.org/10.1080/03075079.2014.980399
   Web of Science ®Google Scholar
• Dede, C. (2010). Comparing frameworks for 21st century skills. In J. Bellance & R. Brandt (Eds.), 21st century skills: Rethinking how students learn (pp. 51–76). Solution Tree Press.
   Google Scholar
• Eklund, G., Aspfors, J., & Hansen, S.-E. (2019). Master’s thesis – A tool for professional development? Teachers’ experiences from Finnish teacher education. Nordic Journal of Education and Practice, 13(2), 76–92. https://doi.org/10.23865/up.v13.1973
   Google Scholar
• Griffin, G., & Leibetseder, D. (2019). “Only applies to research conducted in Sweden … ”: Dilemmas in gaining ethics approval in transnational qualitative research. International Journal of Qualitative Methods, 18, 1–10. https://doi.org/10.1177/1609406919869444
   Web of Science ®Google Scholar
• Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (2017). Preparing teacher-students for twenty-first century learning practices (PREP 21): A framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching, 23(1), 25–41. https://doi.org/10.1080/13540602.2016.1203772
   Web of Science ®Google Scholar
• Harwood, N., & Petric, B. (2020). Adaptive master’s dissertation supervision: A longitudinal case study. Teaching in Higher Education, 25(1), 68–83. https://doi.org/10.1080/13562517.2018.1541881
   Web of Science ®Google Scholar
• Jung, J. (2021). Learning experience and academic identity building by master’s students in Hong Kong. Studies in Higher Education, 46(4), 782–795. https://doi.org/10.1080/03075079.2019.1652811
   Web of Science ®Google Scholar
• Kaulēns, O. (2019, June 7–9). Informal learning for teachers’ professional development at school: Opportunities and challenges. In L. Daniela (Ed.), Proceedings of ATEE Spring Conference. Innovations, technologies and research in education (pp. 552–569). The University of Latvia Press.
   Google Scholar
• Kember, D., Leung, D. Y. P., & Ma, R. S. F. (2007). Characterizing learning environments capable of nurturing generic capabilities in higher education. Research in Higher Education, 48(5), 609–632. https://doi.org/10.1007/s11162-006-9037-0
   Web of Science ®Google Scholar
• Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99–117. https://doi.org/10.1177/1745499919829214
   Web of Science ®Google Scholar
• Kowalczuk-Walędziak, M., Lopes, A., Underwood, J., Daniela, L., & Clipa, O. (2020). Meaningful time for professional growth or a waste of time? A study in five countries on teachers’ experiences within master’s dissertation/thesis work. Teaching Education, 31(4), 459–479. https://doi.org/10.1080/10476210.2019.1649649
   Web of Science ®Google Scholar
• Niemi, H., & Nevgi, A. (2014). Research studies and active learning promoting professional competences in Finnish teacher education. Teaching and Teacher Education, 43, 131–142. https://doi.org/10.1016/j.tate.2014.07.006
   Web of Science ®Google Scholar
• Nimante, D., & Kokare, M. (2019, June 7–9). Teacher’s motivation for master degree program in educational sciences in Latvia. In L. Daniela (Ed.), Proceedings of ATEE Spring Conference. Innovations, technologies and research in education, 2019 (pp. 581–590). Riga, Latvia: The University of Latvia Press.
   Google Scholar
• Partnership for 21st century skills (P21). (2019). Framework for twenty-first century learning. http://static.battelleforkids.org/documents/p21/P21_Framework_Brief.pdf
   Google Scholar
• Råde, A. (2014). Final thesis models in European teacher education and their orientation towards the academy and the teaching profession. European Journal of Teacher Education, 37(2), 144–155. https://doi.org/10.1080/02619768.2013.858692
   Web of Science ®Google Scholar
• Råde, A. (2019). Professional formation and the final thesis in European teacher education: A fusion of academic and professional orientation. Education Inquiry, 10(3), 226–242. https://doi.org/10.1080/20004508.2018.1514910
   Google Scholar
• Sala, A., Puni, Y., Garkov, V., & Cabrera, G. M. (2020). LifeComp. The European framework for personal, social and learning to learn key competence. Publication Office of the European Union.
   Google Scholar
• Sang, G., Liang, J., Chai, C. S., Dong, Y., & Tsai, C. (2018). Teachers’ actual and preferred perceptions of twenty-first century learning competencies: A Chinese perspective. Asia Pacific Education Review, 19(3), 307–317. https://doi.org/10.1007/s12564-018-9522-0
   Web of Science ®Google Scholar
• Schleicher, A. (Ed.). (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the World. OECD Publishing. https://www.oecd.org/site/eduistp2012/49850576.pdf
   Google Scholar
• Sinche, M., Layton, R. L., Brandt, P. D., O’Connell, A. B., Hall, J. D., & Freeman, A. M. (2017). An evidence-based evaluation of transferable skills and job satisfaction for science PhDs. PLoS ONE, 12(9), e0185023. https://doi.org/10.1371/journal.pone.0185023
   PubMed Web of Science ®Google Scholar
• Valtonen, T., Hoang, N., Sointuet, E., …, & Kukkonen, J. (2021). How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective. Computers in Human Behavior, 116, 1–9. https://doi.org/10.1016/j.chb.2020.106643
   Google Scholar
• Van De Oudeweetering, K., & Voogt, J. (2018). Teachers’ conceptualization and enactment of twenty-first century competences: Exploring dimensions for new curricula. The Curriculum Journal, 29(1), 116–133. https://doi.org/10.1080/09585176.2017.1369136
   Web of Science ®Google Scholar
• Viinikka, K., & Ubani, M. (2019). The expectations of Finnish RE student teachers of their professional development in their academic studies in the light of twenty-first century skills. Journal of Beliefs & Values, 40(4), 447–463. https://doi.org/10.1080/13617672.2019.1618153
   Web of Science ®Google Scholar
• Virtanen, A., & Tynjälä, P. (2019). Factors explaining the learning of generic skills: A study of university students’ experiences. Teaching in Higher Education, 24(7), 880–894. https://doi.org/10.1080/13562517.2018.1515195
   Web of Science ®Google Scholar
• Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competencies: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938
   Web of Science ®Google Scholar
• Yu, S. (2019). Learning from giving peer feedback on postgraduate theses: Voices from Master’s students in the Macau EFL context. Assessing Writing, 40, 42–52. https://doi.org/10.1016/j.asw.2019.03.004
   Web of Science ®Google Scholar