Pedagogical Knowledge of the Pre-Service Teachers of Ilocos Sur Polytechnic State College: A Framework for Intervention Plan

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.