Abstract

Classroom practices and teaching perceptions related to promoting the development of 21st century skills are examined. The data are analyzed considering the school performance category and the type of teaching program (Scientific-Humanist and Technical-Professional). Information was collected from 194 teachers who worked in 13 educational establishments in the Ñuble and Biobío regions, Chile. The results show significant differences in relation to the teaching practices analyzed, where collaboration, critical thinking, creativity, use of technology and self-direction are the skills most used in the classroom. Additionally, it is found that schools categorized as High and Medium present a significantly higher average compared to the centers of the Medium-Low category in terms of the teaching practices included in the study. Likewise, significant differences are reported between the type of teaching program to which the participating teachers belonged.