Pre-service teachers' pedagogical competence and teaching efficiency

Abstract

Becoming a teacher is a complex practice, full of challenges and excitement. It begins with the many early encounters one has with his significant others, and continues as he observes teachers through the structured instruction in the classroom. It completes with specialized training and teaching experiences for those who choose teaching as a vocation to last a lifetime. Training immersion offers resources for pre-service teachers where they can conduct their coaching and teaching skills. This research thus identified the impact of pedagogical competence on the teaching effectiveness of a State University's pre-service teachers in the Cagayan Valley Region, Philippines. This work was conducted for three consecutive years at a Teacher Education Institution (TEI) and Department of Education ( DepEd), as a descriptive-inferential sample. Descriptive statistics were used to define the descriptive targets, while inferential statistics such as t-test, F-test, and correlation procedures were used to determine the relationship between the variables and between them. The study found that teachers on pre-service regularly demonstrated a very high degree of pedagogical ability. Their teaching performance has varied significantly from each other in the past three academic years. They appeared to manifest poor teaching efficiency when the pre-service teachers displayed a low awareness order. Consequently, they continue to show outstanding teaching efficiency when the pre-service teachers demonstrated a high knowledge order. The outstanding teaching performance of pre-service teachers is distinguished by their possession of a high degree of pedagogical competence.