Perceptions and Preparedness of Pre-service Teachers for the Fourth Industrial Revolution
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The present study investigated pre-service secondary English teachers’ perceptions of the fourth industrial revolution and its integration into English classes, their predictions regarding changes in English education due to technology, and their preparation for incorporating the latest technology in English teaching. The findings demonstrated that pre-service teachers displayed a moderate level of awareness and interest in the fourth industrial revolution and its implications for English education. They expressed significant interest in understanding the impact of using the latest technology on their future job prospects and students’ attitudes. However, concerns were raised regarding their technology literacy skills, knowledge of teaching theories, and potential difficulties in preparing and running English classes. Gender and grade-level differences were also observed. Particularly, first-grade students exhibited higher levels of fear and anxiety regarding comparison, evaluation, and potential disappearance of the English teaching profession compared to fourth-grade students. Additionally, pre-service teachers emphasized the importance of staying updated with the new technologies. However, many pre-service teachers felt inadequately prepared for future English education, indicating the need for appropriate guidance and support in college education. These findings highlight the challenges faced by pre-service teachers within the educational system and underscore the importance of addressing these concerns to better prepare teachers for the integration of technology in English education. (209 words)
Abstract
The present study investigated pre-service secondary English teachers’ perceptions of the fourth industrial revolution and its integration into English classes, their predictions regarding changes in English education due to technology, and their preparation for incorporating the latest technology in English teaching. The findings demonstrated that pre-service teachers displayed a moderate level of awareness and interest in the fourth industrial revolution and its implications for English education. They expressed significant interest in understanding the impact of using the latest technology on their future job prospects and students’ attitudes. However, concerns were raised regarding their technology literacy skills, knowledge of teaching theories, and potential difficulties in preparing and running English classes. Gender and grade-level differences were also observed. Particularly, first-grade students exhibited higher levels of fear and anxiety regarding comparison, evaluation, and potential disappearance of the English teaching profession compared to fourth-grade students. Additionally, pre-service teachers emphasized the importance of staying updated with the new technologies. However, many pre-service teachers felt inadequately prepared for future English education, indicating the need for appropriate guidance and support in college education. These findings highlight the challenges faced by pre-service teachers within the educational system and underscore the importance of addressing these concerns to better prepare teachers for the integration of technology in English education. (209 words)
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