The development of competencies known as 21st-century skills are garnering increasing attention as a means of improving teacher instructional quality. However, a key challenge in bringing about desired improvements lies in the lack of context-specific understanding of teaching practices and meaningful ways of supporting teacher professional development. This paper focuses on the need to measure the social quality of teaching processes in a contextualized manner. We do so by highlighting the efforts made to develop and measure teacher practices and classroom processes using the Teacher Instructional Practices and Processes System© (TIPPS) in three different contexts: Uganda (secondary), India (primary), and Ghana (pre-school). By examining how such a tool can be used for teacher feedback, reflective practice, and continuous improvement, the hope is to pave the way toward enhanced 21st-century teacher skills and, in turn, 21st-century learners.

中文翻译：

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提升21世纪的教学技能：有效培养21世纪学习者的关键

作为21世纪技能的能力发展正在得到越来越多的关注，以提高教师的教学质量。但是，要实现预期的改进，关键的挑战在于对教学实践缺乏针对具体情况的理解以及支持教师专业发展的有意义方法。本文着重于需要以情境化的方式衡量教学过程的社会质量。为此，我们着重介绍了在以下三种不同情况下使用“教师教学实践和流程系统”（TIPPS）开发和衡量教师实践和课堂流程的努力：乌干达（中学），印度（小学）和加纳（学前班） ）。通过研究如何将这种工具用于教师反馈，反思性练习和持续改进，