Communication skills among prospective teachers: a need analysis for 21st Century university teachers in Islamabad, Pakistan

Authors

DOI:

https://doi.org/10.47264/idea.jhsms/5.1.6

Keywords:

Teacher skills, Communication skills, Prospective teachers, University teachers, Interactive learning, Classroom observation, Teacher feedback, Learning platforms

Abstract

This study assessed the communication skills among prospective university teachers of the 21st Century. The model of communication skills given by Elizabeth (2009) was selected as a theoretical framework based on seven traits, i.e., building a relationship, opening the discussion, gathering information, understanding students' perspectives, sharing information, reaching an agreement, and providing a conclusion. The researchers used a quantitative approach and a comparative research design. The sample for this research was drawn using a stratified random sampling technique, focusing on a public sector National University of Modern Languages (NUML), Islamabad. The sample consisted of 60 teachers from NUML, who were selected randomly. The study assessed the female and male prospective teachers’ communication skills. Data has been collected through classroom observations and teacher feedback. For the validity of the research tool, the researchers consulted experts. The findings of this study show that female teachers have better communication skills than male prospective teachers. This research may contribute valuable information for educational institutions seeking to improve teaching methodologies and enhance the overall quality of language education. Training should encompass the effective use of digital tools, online platforms, and multimedia resources to engage students and facilitate interactive learning experiences.

References

Bee, S., & Gardner, D. (2012). Crossing the borders in language learning through the use of web-conferencing as an e-learning tool. International Journal of Web Based Communities, 8(1), 120-132. https://doi.org/10.1504/IJWBC.2012.044686 DOI: https://doi.org/10.1504/IJWBC.2012.044686

Bar-On, R. (2017). The Bar-On model of emotional intelligence: a valid, robust and applicable EI model. Organizations and People, 14(2), 27-34. https://amed.org.uk/wp-content/uploads/2022/08/OPMay2007.pdf#page=29

Cagdas, (2016). Botanical insecticides, deterrents, and repellents in modern agriculture and an increasingly regulated world. Annu. Rev. Entomol., 51, 45-66. https://www.annualreviews.org/content/journals/10.1146/annurev.ento.51.110104.151146 DOI: https://doi.org/10.1146/annurev.ento.51.110104.151146

Cenani, S., & Cagdas, G. (2006). Shape grammar of geometric Islamic ornaments. Communicating Space (s), 290-297. https://papers.cumincad.org/data/works/att/eCAADe_2006.pdf#page=290 DOI: https://doi.org/10.52842/conf.ecaade.2006.290

Eastridge, B. J., Hardin, M., Cantrell, J., Oetjen-Gerdes, L., Zubko, T., Mallak, C., & Blackbourne, L. H. (2011). Died of wounds on the battlefield: causation and implications for improving combat casualty care. Journal of Trauma and Acute Care Surgery, 71(1), S4-S8. https://journals.lww.com/jtrauma/abstract/2011/07001 DOI: https://doi.org/10.1097/TA.0b013e318221147b

Ehindero, Z., & Ajibade, A. V. C. I. (2019). Ö?retmen adaylar?n?n ileti?im becerileri: Mizaç ve karakter özelliklerinin rolü. Mersin Üniversitesi E?itim Fakültesi Dergisi, 10(1). https://dergipark.org.tr/en/pub/mersinefd/issue/17393/181801

Gardoni, F., Schrama, L. H., Van Dalen, J. J. W., Gispen, W. H., Cattabeni, F., & Di Luca, M. (1999). CaMKII binding to the C-terminal tail of NMDA receptor subunit NR2A and its modulation by autophosphorylation. FEBS letters, 456(3), 394-398. https://doi.org/10.1016/S0014-5793(99)00985-0 DOI: https://doi.org/10.1016/S0014-5793(99)00985-0

Girland, G. (2013). Making the Shift in 21st Century Teaching (Doctoral dissertation, Walden University). https://www.proquest.com/openview/a6d0d6a7f0d8d203e2809e2cf46424f6/1?pq-origsite=gscholar&cbl=18750

Hughes, M. (2015). The positive and challenging aspects of learning online and in traditional face-to-face classrooms: A student perspective. Journal of Special Education Technology, 20(2), 52. https://www.proquest.com/openview/abfd8c5b360f23012a29a8e95373e978/1?pq-origsite=gscholar&cbl=6091

Iyamu, E. O., & Iseguan, A. I. (2019). We are assessing the communication proficiency of social studies teachers in selected secondary schools in south central Nigeria. Education, 130(1), 16-22. https://projectinnovationaustin.com/

Jayachithra, J. (2020). Information and communication technology in teaching and learning: perspectives on E-learning at higher education level. Int. J. Recent Technol. Eng. (IJRTE), 8(5), 4084-4086. https://www.researchgate.net/profile/Jayachithra-Jaganathan/publication/338913608 DOI: https://doi.org/10.35940/ijrte.E6697.018520

Kane, Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R. (2004). Observations of effective teacher–student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system—secondary. School psychology review, 42(1), 76-98. https://doi.org/10.1080/02796015.2013.12087492 DOI: https://doi.org/10.1080/02796015.2013.12087492

Karadag, E., & Caliskan, N. (2009). Interaction and communication in the education process and shared common areas in the classroom. College Student Journal, 43(1), 123-129. https://go.gale.com/ps/i.do?id=GALE%7CA194620730

Khalil, S., Aurangzeb, W., Batool, S., & Zahoor, Z. (2022). Occupational stress among academic coordinators at university level in Pakistan: a gender based comparative study. Liberal Arts and Social Sciences International Journal (LASSIJ), 6(2), 233–253. https://doi.org/10.47264/idea.lassij/6.2.13 DOI: https://doi.org/10.47264/idea.lassij/6.2.13

Kim, S., Will, P. W., Groban, L., Segal, H., Abbott, R. M., & Williamson, J. D. (2017). Patient-Reported Outcome Measures (PROM) as a preoperative assessment tool. Journal of anesthesia and perioperative medicine, 4(6), 274. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5766034/ DOI: https://doi.org/10.24015/JAPM.2017.0081

Kucuksuleymanoglu, R. (2014). Organizational image perceptions of university teaching staff members (a case study). International Journal of Academic Research in Business and Social Sciences, 4(11), 2222-6990. http://dx.doi.org/10.6007/IJARBSS/v4-i11/1305 DOI: https://doi.org/10.6007/IJARBSS/v4-i11/1306

Loss, J. M. (2000). Intelligibility, oral communication, and the teaching of pronunciation. Cambridge University.

McCarthy, M., & Carter, R. (2020). Size isn't everything: Spoken English, corpus, and the classroom. Tesol Quarterly, 35(2), 337-340. https://www.jstor.org/stable/3587654 DOI: https://doi.org/10.2307/3587654

Minaya, V., & Scott-Clayton, J. (2017). Labor Market Trajectories for Community College Graduates: New Evidence Spanning the Great Recession. A CAPSEE Working Paper. Center for Analysis of Postsecondary Education and Employment. https://eric.ed.gov/?id=ED573962

Malik, S., & Hina, H. N. (2012). Prospects and challenges of Communicative Teaching Approach in Pakistani EFL Context. Webology, 18(4). https://www.webology.org/data-cms/articles/20230202100353

Morreale, S. P., Osborn, M. M., & Pearson, J. C. (2000). Why communication is important: a rationale for the centrality of the study of communication. Journal of the association for communication administration, 29(1), 1. https://stars.library.ucf.edu/jaca/vol29/iss1/1

Nural, J. & MacLean, K. (2017). Communicating emotion through a haptic link: design space and methodology. International Journal of Human-Computer Studies, 65(4), 376-387. https://doi.org/10.1016/j.ijhcs.2006.11.006 DOI: https://doi.org/10.1016/j.ijhcs.2006.11.006

Robinson, S. M. (2020). Strongly regular generalized equations. Mathematics of Operations Research, 5(1), 43-62. https://doi.org/10.1287/moor.5.1.43 DOI: https://doi.org/10.1287/moor.5.1.43

Rotherham, A. J., & Willingham, D. (2009). 21st century. Educational Leadership, 67(1), 16-21. https://cesa7ita2009.pbworks.com/f/21st+Century+Skills+Curriculum+Teachers+Assessment.pdf

Sng, B. (2022). Cultural Perceptions of critical thinking skills of Asian theological college students. Journal of Adult Theological Education, 8(2), 153-165. https://www.tandfonline.com/doi/abs/10.1558/JATE.v8i2.153 DOI: https://doi.org/10.1558/JATE.v8i2.153

Symonds, W. C., Schwartz, R., & Ferguson, R. F. (2011). Pathways to prosperity: meeting the challenge of preparing young Americans for the 21st century. Harvard library. https://dash.harvard.edu/handle/1/4740480

Tozo?lu, E., & Bayraktar, G. (2014). Effects of sports on communication skills: research on teacher candidates. Research on Humanities and Social Sciences, 4(2), 68-74. https://www.cabidigitallibrary.org/doi/full/10.5555/20143208415

Tutkun, O. F. (2015). Prospective teacher’s communication skills level: intellectual, emotional, and behavioral competencies. The Anthropologist, 19(3), 665-672. https://doi.org/10.1080/09720073.2015.11891701 DOI: https://doi.org/10.1080/09720073.2015.11891701

Van Dalen, Van Hout, J., Wolfhagen, H., Scherpbier, A., Van Der, Cpm, Vleuten, J. (1999). Factors influencing the effectiveness of communication skills training: program contents outweigh teachers' skills. Medical Teacher, 21(3), 308-310. https://doi.org/10.1080/01421599979590 DOI: https://doi.org/10.1080/01421599979590

Yalman, M., & Hamidi, N.B. (2014). Turkish studies - international periodical for the languages. Literature and History of Turkish or Turkic, 9(8), 853-863. https://openurl.ebsco.com/EPDB%3Agcd%3A7%3A12600887

Yöndem, Z. D., & B?çak, B. (2018). Anger and anger styles of the teacher candidates. Journal of Human Sciences, 5(2). https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/514

Published

2024-04-30

How to Cite

Masood, N., & Hina, Q. A. (2024). Communication skills among prospective teachers: a need analysis for 21st Century university teachers in Islamabad, Pakistan. Journal of Humanities, Social and Management Sciences (JHSMS), 5(1), 109–121. https://doi.org/10.47264/idea.jhsms/5.1.6

Issue

Section

Research Articles