Pedagogical and Research Competence of the Pre-service Teachers

Abstract

Pre-service teachers must exhibit both pedagogical and research competence in the fulfillment of their educational endeavors since they will soon be on the front line of the learning environment. To support this argument, this study assessed and ascertained the relationship between the pedagogical and research competence of pre-service teachers. I considered 130 Bachelor of Secondary Education pre-service teachers of Northwest Samar State University, the School Year 2018-2019 using a researcher-made questionnaire. Mean response and standard deviation statistics were used to measure pedagogical and research competence; while Linear Regression was used to quantify the relationship between the two constructs. In addition, moderator analysis was used to compute the extent of the effect of the sex and field of specialization on pedagogical and research competence. I found out that the respondents perceived themselves as “competent” in both pedagogical and research competence. Moreover, the empirical test revealed that there is enough evidence to claim that pedagogical skills in terms of classroom management and classroom assessment have a significant effect on research competence. However, their sex and specialization were found to be not affecting with their pedagogical and research competence. Thus, it was suggested that the pre-teachers must undergo intensive training in both pedagogy and research for them to advance their skills as future teachers.