INTEGRATING ONLINE PEDAGOGICAL STRATEGIES TO ENHANCE THE PROFESSIONAL COMPETENCE OF 21ST CENTURY ELEMENTARY TEACHER CANDIDATES

Abstract

This study explores the integration of online pedagogical strategies in enhancing the
professional competence of 21st-century elementary teacher candidates. Employing a sequential
explanatory mixed methods design, the research involved 38 sixth-semester students in a teacher
education program. Quantitative data were collected through pre- and post-tests framework and
analyzed using paired-sample t-tests, revealing a significant improvement in participants'
professional competence (t(37) = 2.478, p = .018). Qualitative data from interviews and focus
group discussions highlighted gains in digital confidence, reflective teaching, and collaborative
practices. Participants reported increased ability to design and implement digital instructional
materials, enhanced reflective thinking through e-portfolios, and active engagement in peer
collaboration. The convergence of findings suggests that integrating online pedagogical strategies
not only strengthens technical skills but also enriches pedagogical reasoning and adaptability. This
study contributes practical insights for improving teacher education programs by embedding
technology-enhanced and student-centered pedagogical practices into pre-service teacher training.