The Effective 21st-century Pedagogical Competence as Perceived by Pre-service English Teachers
DOI:
https://doi.org/10.32332/pedagogy.v8i1.1953Abstract
As teaching is considered as a lifelong process, teachers should always intend to develop themselves to be able to effectively conduct the teaching and learning process. This study aimed at exploring the view of pre-service English teachers towards the effective 21st-century teachers’ pedagogical competence and how they develop their pedagogical competence for their future teaching. The data were obtained through interviews and questionnaires. The study was qualitatively conducted as a case study by involving 12 pre-service English teachers purposively chosen due to their familiarity with the study issue. The results indicated that in terms of 21st-century education, the participants perceived that the pedagogical competence focused on teachers’ capability of integrating the technology in classrooms and teachers’ ability to exploit adjusted methods and materials which furnish students with skills appropriate to their future real-life careers. Further, there were eight very crucial traits of effective 21st-century pedagogical competence perceived by the participants. They were extended to; facilitating and inspiring students to learn creatively, utilizing, designinReferences
Abu-Rahma, M., I. (2008). Qualities of the good language teacher as perceived by prospective teachers of English in the Arab World. Sultan Qaboos University.
Al-Mahrooqi, R. et al. (2015). Characteristics of a good EFL teacher: Omani EFL teacher and student perspectives. SAGE Open. https://doi.org/10.1177/2158244015584782
Amosun, D. L., & Kolawole, O. A. (2015). Pedagogical knowledge and skill competences of pre-school teachers in Ibadan metropolis. Oyo State, 19(2).
Bedir, H. (2019). Pre-service ELT teachers’ beliefs and perceptions on the 21st-century learning and innovation skills (4Cs). Journal of Language and Linguistic Studies, 15(1). https://doi.org/10.17263/jlls.547718
Beyer, L. (2002). The politics of standards and the education of teachers. Teaching Education, 13.
Celik, S. (2013). In the Eyes of Turkish EFL Learners: What Makes an Effective Foreign Language Teacher? Porta Linguarum, 20.
Conczi, A., Hager, P., & Oliver, L. (1990). Establishing Competency-based Standard in the Professions. (NOOSR Research paper No. 1). Canberra: Department of Employment, Education and Training.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, (32), 397–417.
Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ Mathematical Knowledge on Student Achievement. American Educational Research Journal, 4(2), 371–406.
Iriana, A., & Liliana, M. (2011). Pedagogical competence – The key to efficient education. International Online Journal of Educational Sciences, 3(2), 411–423.
Levine, A. (2006). Educating School Teachers. The Education School Project.
Mabe, L. (2004). The Importance of Applying Critical Thinking to Children’s Learning. Malaysia: Education Blueprint.
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis. Thousand Oaks. CA: Sage Publications.
Oser, F. et al. (2006). Competence-Oriented Teacher Training: Old Research Demands and New Pathways. Rotterdam: Sense Publisher.
Ozdemir, M. (2016). An Examination of the Techno-pedagogical Education Competencies (TPACK) of Pre-service Elementary School and Preschool Teachers. Journal of Education and Training Studies, 4(10).
Parvin, R., H. ,., & Salam, S., F. (2015). The Effectiveness of Using Technology in English Language Classrooms in Government Primary Schools in Bangladesh. FIRE: Forum for International Research in Education, 2(1).
Pretorius, et. al. (2017). Students’ Choice and Higher-order thinking: Using a Novel Flexible Assessment Regime Combined with Critical Thinking Activities to Encourage the Development of Higher Order Thinking. International Journal of Teaching and Learning in Higher Education., 29(2), 389 – 401.
Richards, J. (2002). 30 years of TEFL/TESL: A personal reflection. RELC Journal, 33(2), 1–35.
Shishavan, H. B., & Sadeghi, K. (2009). Characteristics of an Effective Language Teacher as Perceived by Iranian Teachers and Learners of English. English Language Teaching, 2(4).
Smith, R. (2008). Learner autonomy (Key concepts in ELT). ELT Journal, 62(4), 395–397.
Trilling, B., & Fadel, C. (2009). 21st-century skills: Learning for life in our times. San Francisco, CA: John Wiley & Sons.
Tsui, A. B. M. (2003). Understanding expertise in teaching: Case studies of ESL teachers. Cambridge, MA: Cambridge University Press.
Westerman, D. A. (1991). Expert and Novice Teacher Decision Making. Journal of Teacher Education, 42, 292–305.
Wichadee, S. (2010). Defining the effective English language teacher: Students’ and teachers’ perspectives, in A.M. Stoke. JALT 2009 Conference Proceedings. Presented at the Tokyo. Tokyo.
Zhang, O., & Watkins, D. (2007). Conceptions of a good tertiary EFL teacher in China. TESOL Quarterly, 41, 781–790.
Al-Mahrooqi, R. et al. (2015). Characteristics of a good EFL teacher: Omani EFL teacher and student perspectives. SAGE Open. https://doi.org/10.1177/2158244015584782
Amosun, D. L., & Kolawole, O. A. (2015). Pedagogical knowledge and skill competences of pre-school teachers in Ibadan metropolis. Oyo State, 19(2).
Bedir, H. (2019). Pre-service ELT teachers’ beliefs and perceptions on the 21st-century learning and innovation skills (4Cs). Journal of Language and Linguistic Studies, 15(1). https://doi.org/10.17263/jlls.547718
Beyer, L. (2002). The politics of standards and the education of teachers. Teaching Education, 13.
Celik, S. (2013). In the Eyes of Turkish EFL Learners: What Makes an Effective Foreign Language Teacher? Porta Linguarum, 20.
Conczi, A., Hager, P., & Oliver, L. (1990). Establishing Competency-based Standard in the Professions. (NOOSR Research paper No. 1). Canberra: Department of Employment, Education and Training.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, (32), 397–417.
Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ Mathematical Knowledge on Student Achievement. American Educational Research Journal, 4(2), 371–406.
Iriana, A., & Liliana, M. (2011). Pedagogical competence – The key to efficient education. International Online Journal of Educational Sciences, 3(2), 411–423.
Levine, A. (2006). Educating School Teachers. The Education School Project.
Mabe, L. (2004). The Importance of Applying Critical Thinking to Children’s Learning. Malaysia: Education Blueprint.
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis. Thousand Oaks. CA: Sage Publications.
Oser, F. et al. (2006). Competence-Oriented Teacher Training: Old Research Demands and New Pathways. Rotterdam: Sense Publisher.
Ozdemir, M. (2016). An Examination of the Techno-pedagogical Education Competencies (TPACK) of Pre-service Elementary School and Preschool Teachers. Journal of Education and Training Studies, 4(10).
Parvin, R., H. ,., & Salam, S., F. (2015). The Effectiveness of Using Technology in English Language Classrooms in Government Primary Schools in Bangladesh. FIRE: Forum for International Research in Education, 2(1).
Pretorius, et. al. (2017). Students’ Choice and Higher-order thinking: Using a Novel Flexible Assessment Regime Combined with Critical Thinking Activities to Encourage the Development of Higher Order Thinking. International Journal of Teaching and Learning in Higher Education., 29(2), 389 – 401.
Richards, J. (2002). 30 years of TEFL/TESL: A personal reflection. RELC Journal, 33(2), 1–35.
Shishavan, H. B., & Sadeghi, K. (2009). Characteristics of an Effective Language Teacher as Perceived by Iranian Teachers and Learners of English. English Language Teaching, 2(4).
Smith, R. (2008). Learner autonomy (Key concepts in ELT). ELT Journal, 62(4), 395–397.
Trilling, B., & Fadel, C. (2009). 21st-century skills: Learning for life in our times. San Francisco, CA: John Wiley & Sons.
Tsui, A. B. M. (2003). Understanding expertise in teaching: Case studies of ESL teachers. Cambridge, MA: Cambridge University Press.
Westerman, D. A. (1991). Expert and Novice Teacher Decision Making. Journal of Teacher Education, 42, 292–305.
Wichadee, S. (2010). Defining the effective English language teacher: Students’ and teachers’ perspectives, in A.M. Stoke. JALT 2009 Conference Proceedings. Presented at the Tokyo. Tokyo.
Zhang, O., & Watkins, D. (2007). Conceptions of a good tertiary EFL teacher in China. TESOL Quarterly, 41, 781–790.
Downloads
Published
2020-05-19
Issue
Section
Articles
