Pedagogical Knowledge of the Pre-Service Teachers of Ilocos Sur Polytechnic State College: A Framework for Intervention Plan
Keywords:
Pedagogical Knowledge; Pre-Service; Curriculum; Instructional Materials
Abstract
Pre-service teachers’ pedagogical knowledge determines their readiness and competence as future educators in the field. This investigation generally assessed the pedagogical knowledge of the pre-service teachers of Ilocos Sur Polytechnic State College, along with teaching approaches and strategies, the preparation of the instructional materials, the curriculum, and classroom management. This study further looked into the significant difference in pedagogical knowledge between and among campuses of the college.The strengths and weaknesses were also determined as the basis for crafting an intervention plan. A descriptive design was employed with 220 respondents, who were identified through purposive sampling. An achievement test that consists of 15 items per component for a total of 60 items was used to measure their pedagogical knowledge. This instrument obtained a 0.70 reliability index. Analysis of data necessitates the use of mean, Anova, and Scheffe test. Findings indicate that pre-service teachers manifested low knowledge of the curriculum but were fairly knowledgeable on teaching approaches and strategies, preparation of instructional materials, and classroom management; notable differences in pedagogical knowledge between and among campuses exist; each campus revealed weaknesses; and the intervention plan is feasible to carry out and implement. Based on the results, it is strongly recommended that faculty who tackle these topics strategize how students can fully acquire and master them. The pedagogical knowledge intervention plan shall be initiated immediately to address their inadequacies.
References
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Barnett, J., & Hodson, D. (2001). Pedagogical context knowledge: Toward a fuller understanding of what good Science teachers know.Science Education, 85(4), 426-453.
Baştürk, S., & Donmez,G. (2011).An empirical case study on mathematics pre-service teachers’ pedagogical content knowledge related to the limit and continuity concepts with regard to students’ difficulties. In Jamie P. Henderson and Adam D. Lawrence (Eds.), Teaching Strategies (pp. 345-366). Nova Science Publishers, Inc: New York.
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Borko, H., & Livingston, C. (1989).Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers. American Educational Research Journal. https://doi.org/10.3102/00028312026004473
Calderon, J. (2006). Methods of research and thesis writing (2nd Ed.). Mandaluyong City: National Bookstore.
Campbell, J., Smith, D., Boulton-Lewis, G., Brownlee, J., Burnett, P.C.,Carrington,S., & Purdie,N(2001). Students’ perceptions of teaching and learning: The influence of students’ approaches to learning and teachers’ approaches to teaching. Teacher and Teaching: Theory and Practice, 7(2), 173–187. doi:10.1080/13540600120054964
Cenberci,S.(2022).Pre-service Teachers' Material Preparation Knowledge and Points to be considered While Developing the Material.Participatory Educational Research(PER)Vol.9(1),pp.425 442,http://dx.doi.org/10.17275/per.22.23.9.1Id: 896313
Coskun, A. (2013). Stress in English language teaching practicum: the views of all stakeholders. H. U. Journal of Education, 28(3),97110.Retrieved from May 23,2023from https://efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/213-published.pdf
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Gilakjani, A. P. (2012). A match or mismatch between learning styles of learners and teaching styles of the teachers.International Journal of Modern Education and Computer Science, 11, 51–60. doi:10.5815/ijmecs.2012.11.05
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Junker, R., Gold, B., & Holodynski, M. (2021). Classroom management of pre-service and beginning teachers:From dispositions to performance. International Journal of Modern Education Studies, 5(2), 339–363. http://dx.doi.org/10.51383/ijonmes.2021.137
König, J., Blömeke, S., Paine, L., Schmidt, W. H., & Hsieh, F.-J. (2011). GeneralPedagogical Knowledge of Future Middle School Teachers: On the Complex Ecology of Teacher Education in the United States, Germany, and Taiwan. Journal of Teacher Education, 62(2),188201. https://doi.org/10.1177/0022487110388664
König, J. and Pflanzl, B. (2016) Is Teacher Knowledge Associated with Performance? On the Relationship between Teachers’ General Pedagogical Knowledge and Instructional Quality. European Journal of Teacher Education, 39, 419-436. https://doi.org/10.1080/02619768.2016.1214128
Malva,L.Leijen,A.& Baucal,A.(2019).Measuring pre service teachers’ general pedagogical knowledge—What are the results telling?.New Trends and Issues Proceedings on Humanities and Social Sciences 6(1):135-144.DOI:10.18844/prosoc.v6i1.4164
Mena, J., Hennissen, P. & Loughran, J. Developing pre-service teachers’ professional knowledge of teaching: The influence of mentoring. Teaching and Teacher Education.66,47 – 59. 2017. https://doi.org/10.1016/j.tate. 2017.03.024
Meutia, P. D., Elyza, F., & Yusnila, Y. (2018). Pre-Service Teachers’ Performance Post Microteaching Class in Field Experience Program. Englisia Journal, 5(2), 102. https://doi.org/10.22373/ej.v5i2.2889
Mufidah, N. (2019). The Development of Pre-Service Teachers’ Teaching Performance in the Teaching Practice Program at English Department of State Islamic University of Antasari Banjarmasin. Dinamika Ilmu, 19(1), 97-114. https://doi.org/10.21093/di.v19i1.1469
Napanoy,J.B., Gayagay,G.C.,& Tuazon ,J.R.(2021). Difficulties Encountered by Pre-service Teachers: Basis of a Pre-service Training Program. Universal Journal of Educational Research, 9(2), 342 - 349. DOI: 10.13189/ujer.2021.090210.
Nasari, A.J., & Heidari, M. (2014). The Important Role of Lesson Plan on Educational Achievement of Iranian EFL Teachers' Attitudes. International Journal of Foreign Language Teaching and Research, 2, 25-31.
Okogbaa,V.(2017).Preparing the Teacher to Meet the Challenges of a Changing World .Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.8, No.5, 2017 81
Okwelle, P., & Allago, C. (2014). Enhancing teachers’ competence in the use of instructional materials in electronics education in senior secondary schools in Nigeria. Research on Humanities and Social Sciences, 28(4), pp.20-25.
Pinamang,I.&Cofie,P.(2017)Pre-service teachers’ content knowledge and pedagogical content knowledge in teaching geometric transformation I.African Journal of Educational Studies in Mathematics and Sciences Vol. 13,( 63 )
Poznanski, B., Hart, K. C., & Cramer, E. (2018). Are teachers ready? Pre-service teacher knowledge of classroom management and ADHD. School Mental Health: A Multidisciplinary Research and Practice Journal, 10(3), 301–313. https://doi.org/10.1007/s12310-018-9259-2
Quileste,R.M.(2020).The Pedagogical Content Knowledge of the School of EducationPre-Service Teachers in Test Construction.JPAIR Institutional Research Volume 14 June 2020 Print ISSN 2244- 1824 · Online ISSN 2244-1816 DOI:https://doi.org/10.7719/irj.v14i1.7802
Reis, K.M.D. (2012).Challenges pre-service teachers face while learning to teachAccounting in the context of mentoring (Doctoral dissertation,Cape Peninsula University of Technology). https://core.ac.uk/download/pdf/14836 5793.pdf
Ryan,G., Toohey,S., and Hughes,C.,(1996)The Purpose, Value and Structure of the Practicum in Higher Education: A Literature Review Higher Education Vol. 31, No. 3 (Apr., 1996), pp. 355-377(23 pages)Published By: Springer
Sahİn,O. & Soylu,Y.(2017)Examining Development of Curriculum Knowledge of Prospective Mathematics Teachers.Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.8, No.2, 2017 142
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.Retrieved on June 01,2023
Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22
Standal, Ø. F., Moen, K. M., Moe, V. F. (2013). Theory and practice in the context of practicum: The perspectives of Norwegian physical education student teachers. European Physical Education Review, 20,165-178 Teachers’Pedagogical Knowledge and the Teaching Profession.Retrieved on May 13,2023 fromhttps://www.oecd.org/education/ceri/Background_document_to_Symposium_ITELFINAL.pdf
Ulla, M. B. (2016). Pre-service Teacher Training Programs in the Philippines: The Student-teachers Practicum Teaching Experience. EFL JOURNAL, 1(3). https://doi.org/10.21462/EFLJ.V1I3.23
Usman, Y.D.,(2016).”Why Teachers Need Professional Development”. Daily Sun Newspaper.26th Sep,P.14 .Available also athttps://www.sunnewsonline.com › Opinion
Voss, T., Kunter, M., & Baumert, J. (2011). Assessing teacher candidates'general pedagogical/psychological knowledge: Test construction and validation. Journal of Educational Psychology, 103(4),952–969. https://doi.org/10.1037/a0025125
Wondifraw Dejene, Alemayehu Bishaw & Asrat Dagnew (2018) Pre-service teachers’ approaches to learning and their teaching approach preferences: Secondary teacher education program in focus,Cogent Education, 5:1, 1502396, DOI: 10.1080/2331186X.2018.1502396
Zulkifli,A.,Sulaiman,N.andMohamed,S.(2019)Pre-ServiceTeachers Knowledge of Classroom Management. Creative Education, 10, 2548-2554. doi: 10.4236/ce.2019.1012182.
Adelodun,G.A.andAsiru,A.B.(2015)Instructional Resources as Determinants of English Language Performance of Secondary School High-Achieving Students in Ibadan, Oyo State.Journal of Education and Practice.ISSN 2222-1735(Paper)ISSN2222-288X .(Online)Vol.6, No.21, 2015 195
Amobi, F. & Irwin, L. Implementing on-campus microteaching to elicit pre-service teachers’ reflection on teaching actions: Fresh perspective on an established practice. Journal of the Scholarship of Teaching and Learning. 9(1). Pp. 27 – 34. 2009
Barnett, J., & Hodson, D. (2001). Pedagogical context knowledge: Toward a fuller understanding of what good Science teachers know.Science Education, 85(4), 426-453.
Baştürk, S., & Donmez,G. (2011).An empirical case study on mathematics pre-service teachers’ pedagogical content knowledge related to the limit and continuity concepts with regard to students’ difficulties. In Jamie P. Henderson and Adam D. Lawrence (Eds.), Teaching Strategies (pp. 345-366). Nova Science Publishers, Inc: New York.
Berliner, D.C. (1987). Ways of thinking about students and classrooms by more and less experienced teachers. In Calderhead, J.(Ed.),Exploring teachers’ thinking, (pp. 60-83). London: Casse Education.
Borko, H., & Livingston, C. (1989).Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers. American Educational Research Journal. https://doi.org/10.3102/00028312026004473
Calderon, J. (2006). Methods of research and thesis writing (2nd Ed.). Mandaluyong City: National Bookstore.
Campbell, J., Smith, D., Boulton-Lewis, G., Brownlee, J., Burnett, P.C.,Carrington,S., & Purdie,N(2001). Students’ perceptions of teaching and learning: The influence of students’ approaches to learning and teachers’ approaches to teaching. Teacher and Teaching: Theory and Practice, 7(2), 173–187. doi:10.1080/13540600120054964
Cenberci,S.(2022).Pre-service Teachers' Material Preparation Knowledge and Points to be considered While Developing the Material.Participatory Educational Research(PER)Vol.9(1),pp.425 442,http://dx.doi.org/10.17275/per.22.23.9.1Id: 896313
Coskun, A. (2013). Stress in English language teaching practicum: the views of all stakeholders. H. U. Journal of Education, 28(3),97110.Retrieved from May 23,2023from https://efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/213-published.pdf
Darling-Hammond, L., & Bransford, J., (2005). Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 624). Retrieved on June 4,2023 from https://eric.ed.gov/?id=ED496378
Darling-Hammond, L. (2000). Teacher Quality and Student Achievement: A review of State Policy Evidence. Retrieved on May 30,2023 from Education Policy and Archives Website: http://epaa.asu.edu/epaa/v8n1.
Depaepe, F., & König, J.A. (2018). General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education. Teaching and Teacher Education, 69, 177-190.
Doyle, W. (1986). Classroom Organization and Management. In M. C. Wittrock (dir.), Handbook of Research on Teaching (pp. 392-431). New-York: Macmillan.
Freeman, D., & Johnson, K. E. (2004). Response to Tarone and Allwright. In Second Language Teacher Education: International Perspectives https://doi.org/10.4324/9781410611130
Gan, Zhengdong (2013) "Learning to Teach English Language in the Practicum: What Challenges do Non-Native ESL Student Teachers Face?," Australian Journal of Teacher Education: Vol. 38: Iss. 3, Article 6. Available at: http://ro.ecu.edu.au/ajte/vol38/iss3/6
Gettinger, M., & Kohler, K. M. (2018). Process-outcome approaches to classroom management and effective teaching. In C. M. Evertson, & C. S. Weinstein (Eds.), Handbook of classroom management (pp. 73–96). Routledge. https://doi.org/10.4324/9780203874783.ch4
Gilakjani, A. P. (2012). A match or mismatch between learning styles of learners and teaching styles of the teachers.International Journal of Modern Education and Computer Science, 11, 51–60. doi:10.5815/ijmecs.2012.11.05
Guerriero,S.(n.d.).Teachers’Pedagogical Knowledge and the Teaching Profession.Retrieved onMay1,2023 from oecd.org/education/ceri/Background_document_to_Sympo sium ITEL-FINAL.pdf
Halamish V (2018) Pre-service and In-service Teachers’ Metacognitive Knowledge of Learning Strategies. Front. Psychol. 9:2152. doi: 10.3389/fpsyg.2018.02152
Ibañez,Maribel C,(2012)”Academic Adequacy of the English Major Students in their Pre-Service Education”. A Master’s Thesis, University of Northern Philippines.Unpublished Thesis
Joint Circular CHED and DepEd.Retrieved March 6,2022 from https://caraga.deped.gov.ph/rm-no-822-s-2021-orientation-to-the-joint-ched deped-memorandum-order-RM 672 series 2021 October 15 2021
Junker, R., Gold, B., & Holodynski, M. (2021). Classroom management of pre-service and beginning teachers:From dispositions to performance. International Journal of Modern Education Studies, 5(2), 339–363. http://dx.doi.org/10.51383/ijonmes.2021.137
König, J., Blömeke, S., Paine, L., Schmidt, W. H., & Hsieh, F.-J. (2011). GeneralPedagogical Knowledge of Future Middle School Teachers: On the Complex Ecology of Teacher Education in the United States, Germany, and Taiwan. Journal of Teacher Education, 62(2),188201. https://doi.org/10.1177/0022487110388664
König, J. and Pflanzl, B. (2016) Is Teacher Knowledge Associated with Performance? On the Relationship between Teachers’ General Pedagogical Knowledge and Instructional Quality. European Journal of Teacher Education, 39, 419-436. https://doi.org/10.1080/02619768.2016.1214128
Malva,L.Leijen,A.& Baucal,A.(2019).Measuring pre service teachers’ general pedagogical knowledge—What are the results telling?.New Trends and Issues Proceedings on Humanities and Social Sciences 6(1):135-144.DOI:10.18844/prosoc.v6i1.4164
Mena, J., Hennissen, P. & Loughran, J. Developing pre-service teachers’ professional knowledge of teaching: The influence of mentoring. Teaching and Teacher Education.66,47 – 59. 2017. https://doi.org/10.1016/j.tate. 2017.03.024
Meutia, P. D., Elyza, F., & Yusnila, Y. (2018). Pre-Service Teachers’ Performance Post Microteaching Class in Field Experience Program. Englisia Journal, 5(2), 102. https://doi.org/10.22373/ej.v5i2.2889
Mufidah, N. (2019). The Development of Pre-Service Teachers’ Teaching Performance in the Teaching Practice Program at English Department of State Islamic University of Antasari Banjarmasin. Dinamika Ilmu, 19(1), 97-114. https://doi.org/10.21093/di.v19i1.1469
Napanoy,J.B., Gayagay,G.C.,& Tuazon ,J.R.(2021). Difficulties Encountered by Pre-service Teachers: Basis of a Pre-service Training Program. Universal Journal of Educational Research, 9(2), 342 - 349. DOI: 10.13189/ujer.2021.090210.
Nasari, A.J., & Heidari, M. (2014). The Important Role of Lesson Plan on Educational Achievement of Iranian EFL Teachers' Attitudes. International Journal of Foreign Language Teaching and Research, 2, 25-31.
Okogbaa,V.(2017).Preparing the Teacher to Meet the Challenges of a Changing World .Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.8, No.5, 2017 81
Okwelle, P., & Allago, C. (2014). Enhancing teachers’ competence in the use of instructional materials in electronics education in senior secondary schools in Nigeria. Research on Humanities and Social Sciences, 28(4), pp.20-25.
Pinamang,I.&Cofie,P.(2017)Pre-service teachers’ content knowledge and pedagogical content knowledge in teaching geometric transformation I.African Journal of Educational Studies in Mathematics and Sciences Vol. 13,( 63 )
Poznanski, B., Hart, K. C., & Cramer, E. (2018). Are teachers ready? Pre-service teacher knowledge of classroom management and ADHD. School Mental Health: A Multidisciplinary Research and Practice Journal, 10(3), 301–313. https://doi.org/10.1007/s12310-018-9259-2
Quileste,R.M.(2020).The Pedagogical Content Knowledge of the School of EducationPre-Service Teachers in Test Construction.JPAIR Institutional Research Volume 14 June 2020 Print ISSN 2244- 1824 · Online ISSN 2244-1816 DOI:https://doi.org/10.7719/irj.v14i1.7802
Reis, K.M.D. (2012).Challenges pre-service teachers face while learning to teachAccounting in the context of mentoring (Doctoral dissertation,Cape Peninsula University of Technology). https://core.ac.uk/download/pdf/14836 5793.pdf
Ryan,G., Toohey,S., and Hughes,C.,(1996)The Purpose, Value and Structure of the Practicum in Higher Education: A Literature Review Higher Education Vol. 31, No. 3 (Apr., 1996), pp. 355-377(23 pages)Published By: Springer
Sahİn,O. & Soylu,Y.(2017)Examining Development of Curriculum Knowledge of Prospective Mathematics Teachers.Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.8, No.2, 2017 142
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.Retrieved on June 01,2023
Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22
Standal, Ø. F., Moen, K. M., Moe, V. F. (2013). Theory and practice in the context of practicum: The perspectives of Norwegian physical education student teachers. European Physical Education Review, 20,165-178 Teachers’Pedagogical Knowledge and the Teaching Profession.Retrieved on May 13,2023 fromhttps://www.oecd.org/education/ceri/Background_document_to_Symposium_ITELFINAL.pdf
Ulla, M. B. (2016). Pre-service Teacher Training Programs in the Philippines: The Student-teachers Practicum Teaching Experience. EFL JOURNAL, 1(3). https://doi.org/10.21462/EFLJ.V1I3.23
Usman, Y.D.,(2016).”Why Teachers Need Professional Development”. Daily Sun Newspaper.26th Sep,P.14 .Available also athttps://www.sunnewsonline.com › Opinion
Voss, T., Kunter, M., & Baumert, J. (2011). Assessing teacher candidates'general pedagogical/psychological knowledge: Test construction and validation. Journal of Educational Psychology, 103(4),952–969. https://doi.org/10.1037/a0025125
Wondifraw Dejene, Alemayehu Bishaw & Asrat Dagnew (2018) Pre-service teachers’ approaches to learning and their teaching approach preferences: Secondary teacher education program in focus,Cogent Education, 5:1, 1502396, DOI: 10.1080/2331186X.2018.1502396
Zulkifli,A.,Sulaiman,N.andMohamed,S.(2019)Pre-ServiceTeachers Knowledge of Classroom Management. Creative Education, 10, 2548-2554. doi: 10.4236/ce.2019.1012182.
Published
2023-06-28
How to Cite
Absolor, J. L. (2023). Pedagogical Knowledge of the Pre-Service Teachers of Ilocos Sur Polytechnic State College: A Framework for Intervention Plan. International Journal of Social Science Research and Review, 6(6), 648-665. https://doi.org/10.47814/ijssrr.v6i6.1438
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