Pre-service Teachers’ Readiness on Online Learning and their 21st Century Pedagogical Skills

Abstract

This study looked at the online learning readiness and 21st century pedagogical skills among pre-service teachers of a state university in the Philippines during the school year 2021-2022. The descriptive-correlational method was applied through an adapted survey questionnaire administered to 28 pre-service teachers. The findings revealed that pre-service teachers were ready for online learning in terms of computer/internet self-efficacy, self-directed learning, learner control, motivation for learning, and online communication self-efficacy. They were also equipped with 21st century pedagogical skills such as information and communication technology skills, life-long learning skills, flexibility skills, creative problem-solving skills, and critical thinking skills. The findings also indicated a substantial relationship between the pre-service teachers’ readiness in online learning and their 21st century pedagogical skills. The study suggests that universities may create appropriate provisions to provide their faculty members with the necessary professional development training opportunities to raise awareness and improve e-pedagogical skills.

The influence of online education on pre-service teachers’ academic experiences at a higher education institution in the United Arab Emirates

“…We failed to find a significant effect of age, marital status, or employment status on pre-service teachers' online skill development and satisfaction. Again, we identified no consistent prior findings, although other studies found online classroom management (Taghizadeh and Amirkhani, 2022), 21st-century pedagogical competencies (Malabanan et al, 2022), and interest in job choices (Shen and Chee Luen, 2022) to be relevant factors in pre-service teachers' online skill development. These findings suggest that demographic factors do not significantly impact online skill development.…”

“…The results of the current study indicate that pre-service teachers' engagement and motivation in online education are more effective when they are unemployed. This finding of a positive relationship of engagement and motivation with employment status is consistent with some studies (Ogbonnaya et al, 2020;Malabanan et al, 2022) but inconsistent with others. For example, Gussen et al (2023) concluded that many pre-service teachers have negative attitudes toward research and lack the motivation to conduct it, while Ye et al (2021) found that pre-service teachers demonstrated better motivation than beginners, except for a few factors like intrinsic value and teaching skills.…”

“…According to Atmaca (2023), the effectiveness of online education could be improved by raising the caliber of online learning platforms and the instruction given to pre-service teachers and their educators. Malabanan et al (2022) established that pre-service teachers had the pedagogical skills necessary for the 21 st century and were prepared for online learning. Similarly, Uyar (2023) concluded that pre-service teachers had 21 st -century skills at high level.…”

“…Similarly, no existing research appears to focus on the relationship between pre-service teachers' engagement and motivation in online education and their age and marital status, which we found to be statistically insignificant. However, some studies support a positive relationship between motivation and engagement in online learning contexts (Zapata-Cuervo et al, 2021;Malabanan et al, 2022).…”