An Exploration on EFL Teachers’ Perceptions Of effective 21st- Century Pedagogical Competencies

Abstract

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.

Ways of EFL Teachers in Developing Their Pedagogical Competences

“…Pedagogical competence always deals with teachers' competence in the ability to manage the teaching-learning activities, including planning, implementation, and evaluation of learning outcomes of learners. This study has been researched by Abad (2013), Liu and Kleinsasser (2015), Suhirman et al, (2016), Sulistiyo (2016), Abu and Halim (2017), Irmawati et al, (2017), Firman et al, (2019, Karim et al, (2019), Şentürk andZeybek (2019), andSiregar et al, (2020). They have the unique finding in their study that teachers not only work for delivering and transferring the values and knowledge but also should be able to position themselves as the model in practicing what they teach in the class with the students.…”

Interactional Approach in Improving Students’ Writing Skills as A Strengthening of The Ability of Religious Moderation at State Islamic Institute of Kediri

“…They found that the 21 st -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. Therefore, it is suggested to provide more courses and training about confronting the 21 st century education (Siregar et al, 2020).…”

Predictors of Teachers’ Self-Efficacy in Teaching EFL: An Examination of “Nativeness” and Teachers’ Training

“…Though this conclusion seems obvious, human resource managers should support the development of these skills, through in-service training, online learning, seminars and workshops, to advance their professional growth and development. Indeed, EFL teachers perceive technology as a vital learning tool in the 21st century to enhance pedagogical competence (Siregar et al, 2020). These are effective for promoting mastery experience, translating into higher self-efficacy beliefs which are critical in enhanced performance in classroom management, instructional strategies and student engagement activities.…”