Abstract

The emergence of a drastic technological revolution in the 21st century demands the shift of teachers' roles. Unwillingness to redefine the teachers’ role causes the poor performances of students at the examination and the disappointed teaching methods and new approaches. Meanwhile, in Indonesia context, teachers seem less responsive to the need and the demand of the school community. This research purposes to identify English teachers’ perspectives on the types of English teachers' roles in the 21st century and their adaptation to these roles in fulfilling the 21st century students’ skills. Then, the mixed-method is undergone to answer the research problems by using a 30-item questionnaire to 100 English teachers, and an interview to 6 English teachers in Indonesia. The result shows that junior high school English teachers play roles respectively as life-long learner, collaborator, facilitator, assessor, project manager and technology expert, while, English teachers in senior high school believe their roles as life-long learners, facilitator, collaborator, assessor, technology expert, and project manager sequentially. The study also found that they adopt particular roles to meet students’ learning and innovation skills, information, media and technology skills, and then life and career skills. In sum, English teachers in Indonesia reformulate their roles and adapt them to fulfill students’ skills in the 21st century.

Authors and Affiliations