Open AccessSCHOOL MINDFULNESS: CONCEPTUAL REVIEW OF 21ST CENTURY TEACHING AND LEARNING PRACTICE
Author(s) -
Nur Syarima Shafiee,
Mariny Abdul Ghani,
Yahaya Mahamood
Publication year - 2019
Publication title -
international journal of education, psychology and counseling
Language(s) - English
Resource type - Journals
ISSN - 0128-164X
DOI - 10.35631/ijepc.4320027
Subject(s) - mindfulness , christian ministry , psychology , process (computing) , perception , higher order thinking , pedagogy , mathematics education , teaching method , medical education , cognitively guided instruction , political science , medicine , computer science , neuroscience , law , psychotherapist , operating system
The advent of information and technology world demands the transformation of the education system towards the 21st-century education landscape. The Ministry of Malaysia Education (MOE) expects 21st-century teaching and learning (PAK21) methods to be cultured in all schools ahead of Wave 3 of PPPM (2021-2025). However, MOE’s aim will not succeed without the dedication and commitment of teachers and school principals. Therefore, in order to implement PAK21, principals' commitment and teacher readiness during the teaching and learning process need to be emphasized so that the aspirations of national education can be implemented. However, one of the factors that prevented the successful implementation of PAK21 was the attitude and perception of teachers. Teachers who are not ready are difficult to change traditional pedagogical methods to mindful learning which is a PAK21 element. Teachers are less likely to apply Higher Order Thinking Skills (HOTS) and prefer using passive information delivery. Additionally, teachers are reportedly still unprepared to implement PAK21 although they have been given training related to higher-order thinking skills in the teaching and learning process. Five key principles based on mindfulness theory have been identified as a significant factor in school mindfulness to help teachers willing to accept the latest pedagogical changes.