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.
Highlights
As a matter of contention, the need for qualifying teachers with all the quintessential pedagogical competencies and knowledge has extensively emerged as a principal priority in the educational world
The participants highlighted the rapid development of technology and information as a challenge to conquer in 21st-century learning
Teachers’ Perceptions on the 21st-century Pedagogical Competence In general, this study found that all participants share positive perceptions towards the extent of 21st-century pedagogical competencies
Summary
As a matter of contention, the need for qualifying teachers with all the quintessential pedagogical competencies and knowledge has extensively emerged as a principal priority in the educational world. Besides being the heart and soul of the classroom learning activities, teachers play an incalculable role and share noteworthy accountability to lead students to succeed in their educational lives In playing such role, undoubtedly, it is mandatory for the teachers to get hold of certain competencies to effectively accomplish their duties and to provide for qualities (Amosun & Kolawole, 2015). It is mandatory for the teachers to get hold of certain competencies to effectively accomplish their duties and to provide for qualities (Amosun & Kolawole, 2015) Such extent is affirmed by Suyanto & Djihad (2012) who mentioned the challenges of being a professional teacher. It is further affirmed that to be effective, a teacher should be competent, motivated, and comprehensive of what makes a good teaching practice
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