Analysis of English Teachers’ Professional Competence in 21st Century Learning

Abstract

As the world changing rapidly, new model of learning in 21 st century emerge and should be mastered by teachers. However, in the implementation, English teachers are still lack of knowledge and competence regarding to 21st learning whereas teachers is the agent of change to improve their professionalism continously in facing the alteration.This research was conducted to formulate the indicators of English teachers' professional competence in 21st century and analyze the teachers' effort in contributing 21st century English learning. This research used the framework from Permendiknas No 16 Tahun 2007, and articles journals to formulate the teachers' professionalism indicators. Also, the framework of Assessment and Teaching of Twenty-First Century Skills project (ATC21S) and UNESCO ICT-competences framework (2018) was employed to organize the indicators of 21st century English learning. It analyzed 60 English teachers by using questionnaire and interview. However, only 10 teachers were interviewed to complete the data. Consequently, mixed method research was used in Exploratory research design. The findings illustrated 66 indicators of English teachers professionalism and 80 indicators for 21st century learning that covers ways of thinking, ways of working and tools for working that can be used as self-assessment for English teachers. From the result, some effors can be implemented by English teachers to improve their professional competence such as reading books, journal articles, and research findings, conducting research, participating in workshop, participating in MGMP's activity, continuing education, expanding knowledge through digital media and the school's quality. However, the result showed that the highest percentage. English teachers attend workshops/seminars in increasing professionalism by 15%. Then, 13% of English teachers understand the results of research on 21st century skills and some teachers use the internet to increase professionalism by 12%. 2% of English teachers conduct research on 21st century skills.Thus, it indicated that the indicators can be used as the teacher' self-assesment in 21st century learning and some ways can be adapted by teachers.

Incorporating Thinking Skills and ICT-Competence to Optimize Teachers' Professional Competence in the 21st Century

“…The finding of this community service showed that most teachers were still lack knowledge about 21 st -century skills. Surprisingly, the result of the need analysis which was taken place, in the beginning, confirmed the previous research findings that many teachers were still absent comprehension of 21st-century skills and how to integrate and implement those skills in teaching and learning activities (Ratama et al, 2021;Shopia et al, 2022). As a result, it can influence the students' skills that are still low in processing and evaluating information and can't use ICT appropriately based on their needs.…”

“…It supports teachers to enhance their professional competence to better equip their students to understand and apply 21 st century skills specifically on ICT competence and Ways of thinking. The idea is supported by previous studies about the importance of these skills (Scott, 2015;Malik, 2018;Shopia et al, 2022;Kim et al, 2019).…”

“…Equipping teachers with the understanding of 21 st century skills, particularly ICT competencies and thinking skills, is essential for enhancing teacher professional competence in these domains (Sulaiman & Ismail, 2020). This community services was conducted based on the research findings that was investigated to generate the literature or theory of thinking skills and ICT-Competences (Shopia et al, 2022). Then, the research findings produced the indicators of Thinking skills and ICT-Competences including how to formulate the indicator and how to Volume 5, No.…”

“…The advancement of modern civilization has modified the competencies and skills required of both students and teachers (Widyaningrum et al, 2019). Teachers and students must identify and use 21 st century skills in the contemporary globalized world (Shopia et al, 2022). Technology advancement and thinking skills, as one of 21 st century skills, contribute not only to daily life but also to education for accessing and interpreting information.…”

“…However, according to the findings conducted by (Shopia & Iskandar, 2019;Shopia et al, 2022;Fadhilah Hamid & Sulistyaningrum, 2019;Bandan & Dewanti, 2019;Purnawati & Iskandar, 2019) stated that the majority of Indonesian educators are not proficient in incorporating ICT into their teaching and learning activity. Moreover, according to the finding conducted by (Sulistyaningrum, 2021) and stated in PISA that the thinking ability of Indonesian children is relatively low.…”