Pre-service teachers' competencies in a work-based learning environment

Abstract

The study assessed and explored the pedagogical, student performance assessment, and classroom management skills of Pre-Service Teachers (PSTs) in their Work-based Learning Environment (WBLE). A sequential-explanatory mixed methods design was employed. Seventy PSTs were purposively selected as participants. To determine the three identified competencies, the study started with quantitative research method (Phase 1) using survey questionnaire containing items from various sources. After this, a qualitative data gathering method (Phase 2) using face-to-face interview and narratives was employed to further explore on the characteristics and challenges experienced by the PSTs. The findings revealed that the PSTs were generally competent in the three sets of competencies but the extent of employing all these in their WBLE says otherwise. Furthermore, their competencies, too, were not significantly related. Moreover, several challenges that beset the PSTs in their WBLE were also identified, hence, the formulation of the Triangle of Pre-Service Teachers' Attributes and Characteristics, and Competencies as basis in helping the PSTs improve their competencies as future members of the teaching workforce. The Higher Education Institutions can benefit from the results to keep improvements in the way their PSTs are being prepared for to provide quality teaching and learning among their target classes.

Enhancing pre-service teachers in learning management competency by TPACK framework study and professional requirement

“…The program or curriculum for leading them in TPACK should be developed and implemented due to the course or program of study in teacher preparation program can be fulfill during the university course and school practicum. It is consistent with the Padagas [21] concept of studying the performance of the pre-service teacher in a hands-on learning environment. When considering each aspect, it was found that the pre-service teacher's classroom management competency was at the moderate level, followed by learning and teaching performance, and measurement and evaluation.…”

“…Methods for enhancing learning management of the pre-service teacher is in line with the concept of Koh and Divaharan [24], they required to develop ability about technological integration expertise through the TPACK approach. It was found that reflecting learning outcomes and sharing experiences with peers will improve knowledge and use of technology in teaching and learning management as well as competencies related to TPACK by joining the community of professional learning community [21]. Also.…”

Education students’ readiness as professional geographic teachers in the 21st century

“…Then, they will also receive guidance, assistance from professional tutors, namely teachers at the schools where they practice [37]. Both supervising teachers and lecturers play essential roles in the development of teaching skill including learning rhythm, differentiation, and innovation for engaging activities [38] Practice in schools allows teacher candidates to develop abilities to communicate and ask [39], observe how teachers in schools teach and break down lesson plans with teachers and can engage with students so that they have the opportunity to work, talk, and share with students and apply what they learn in college [40]. Microteaching and direct practice in schools are suitable formulations in increasing teacher readiness because microteaching is a provision for teacher candidates to engage in practice at school [41], and it will provide an extraordinary experience for them to feel the school environment, carry out their duties and roles as teachers and behave according to the real identity of a teacher [42] such as managing class, organizing learning, and carrying out evaluation [43].…”

Pre-school Teachers Continuous Professional Development on Service Delivery in Public Early Years Education Centres in Kapseret Sub County

“…These competencies have to be acquired by teachers updating their skills and competencies on a regular basis (Yong et al, 2015). The teachers have to update their skills in classroom management, professional development (preparation of instructional documents), students' assessment skills, skills in pedagogy, skills in the human social dimension, and skills in professional ethics and morality (Padagas, 2019). When teachers possess these kinds of skills and competencies through undergoing regular professional development programmes, their service delivery level will improve, resulting in improved performance of their pupils in the classroom.…”

“…In Malaysia, Yong et al (2015) reported that the government expected preprimary teachers to regularly improve their professional development by undertaking inservice training and attending seminars and workshops. In the Philippines, Padagas (2019) reported that there was a need for teachers to undergo professional development in order to handle the emerging demands of the field of education. The author indicated that improvement in teacher competencies through regular training would ensure the realisation of the goals and objectives of the education system.…”