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, designin

The need for preparing quality teachers with all essential technological competencies is considered crucial. The present study aims to analyze and reveal how a design activity could raise the technology awareness of pre-service English teachers for language teaching. Taking a case in a border area of Indonesia, this study was qualitatively conducted as a narrative inquiry research model. Data were collected through participatory observation, in-depth interview, and written narrative from a lecturer’s journal. Fifteen pre-service English teachers of a university located in East Nusa Tenggara Indonesia were involved in the study. However, only six participants were interviewed to elicit detailed stories about how the activities in ELT media class could promote their technological awareness. Furthermore, thematic analysis with multiple case studies was applied to analyze the data. The results reveal that the pre-service English teachers develop their awareness of the prominence of technology by experiencing the use of technology provided by their lecturer. Furthermore, peer collaboration is essential during the process of developing technological awareness. The findings provide insights for educators and researchers focusing on the technology integration for teaching and learning in remote areas. Further researches highlighting the evaluation of technology integration is needed regarding remote areas.

The need for preparing highly qualified teachers with all the quintessential pedagogical competencies has been acknowledged as a preeminent priority in the educational world. This present study is intended to scrutinize the EFL teachers’ perspectives and preferences in the 21st century pedagogical competence. The study was qualitatively conducted as a case study to retrieve a reputable understanding of the phenomenon. A semi-structured interview and a five-Likert scale questionnaire were used to collect the necessary data.  The data of this study were taken from the purposively chosen informants regarding their familiarity and apprehension with the issue of this study. The results demonstrated that the teachers perceived the rapid development of technology and information as the key feature of the 21st-century learning, which is beneficial to furnish more comprehensive learning. Moreover, they predominantly conceived that the term 21st-century pedagogical competence focused on how teachers assimilate technology in the classroom and how to facilitate the students’ creativity due to the widely opened sources of information which positively affect students’ proficiency. It is suggested to consecutively provide more courses and training about confronting the 21st-century education to keep teachers voguish of any adjustments, innovations, and modifications in education.

Although Higher-Order Thinking Skill (HOTS) has currently been an ongoing topic of interest among educational researchers, there has been no wide exploration of such notion and its relation to the learning assessment. This instrumental case study aimed to investigate attitudes of Indonesian pre-service English teachers with reference to using HOTS-based test to prepare better assessment. The study was qualitatively conducted to scrutinize the participants’ attitudes on using the HOTS framework in designing more qualified assessment for students. The data were obtained through interview and questionnaire. The total of 10 pre-service teachers participating in the study were purposively chosen regarding their familiarity and comprehension with the study issue. The data were analyzed by employing descriptive qualitative data analysis. The result indicated that in spite of some situational restrictions, all of the participants shared their positive attitude towards HOTS principles to be adopted in providing better assessment from the affective, behavioral and cognitive points of view due to some influencing factors. More researches on the area of HOTS and its implementation on the area of assessment were also expected to furnish more contributive information in this issue.

The need for preparing highly qualified teachers with all the quintessential pedagogical competencies has been acknowledged as a preeminent priority in the educational world. This present study is intended to scrutinize the EFL teachers’ perspectives and preferences in the 21st century pedagogical competence. The study was qualitatively conducted as a case study to retrieve a reputable understanding of the phenomenon. A semi-structured interview and a five-Likert scale questionnaire were used to collect the necessary data.  The data of this study were taken from the purposively chosen informants regarding their familiarity and apprehension with the issue of this study. The results demonstrated that the teachers perceived the rapid development of technology and information as the key feature of the 21st-century learning, which is beneficial to furnish more comprehensive learning. Moreover, they predominantly conceived that the term 21st-century pedagogical competence focused on how teachers assimilate technology in the classroom and how to facilitate the students’ creativity due to the widely opened sources of information which positively affect students’ proficiency. It is suggested to consecutively provide more courses and training about confronting the 21st-century education to keep teachers voguish of any adjustments, innovations, and modifications in education.