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 study aims to: (1) investigate teachers’ perceptions on the pedagogical competence, (2) explore the classroom realization of the pedagogical competence components, and (3) to reveal the internal and external factors challenging teachers in implementing the pedagogical competence components.
The study was qualitatively conducted as a case study to retrieve a reputable understanding of the phenomenon. A semi-structured interview was conducted to collect the data. Furthermore, the study also gathered the data by disseminating a questionnaire and conducting a classroom observation. The exploration was conducted by involving four participants selected with careful consideration; First, they are adequately knowledgeable regarding the topic or any English teaching theories. Second, they have sufficient experience and exposures regarding the topic.
The results demonstrated that the participants have positive perceptions towards the pedagogical competence. They perceived that pedagogical competence is a prerequisite for teaching profession. 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. With this regard, the participants reckoned that teachers’ pedagogical competence in the 21st century should cover the capability of utilizing or designing digital media. Furthermore, the study discovered that the participants implemented the components of the pedagogical competence in their class. Finally, the participants acknowledged some internal and external factors challenging the the implementation of the pedagogical competence. Teachers’ age and time management ability are considered as the internal factors. The external factors deal with students’ lack of motivation and unsustainable school facilities. The study suggested to provide more professional development programs for teachers about confronting the 21st-century education to keep teachers voguish of any adjustments, innovations, and modifications in education
