Pre-Service Teachers’ Perceptions of Pedagogical Skills Learned During Teacher Education Program

Abstract

This quantitative study investigated pre-service teachers' perceptions of the pedagogical skills learned during their teacher education program. A survey was conducted with 100 pre-service teachers enrolled in B.Ed. programs at one public and private university each in a district of Punjab province. Data was gathered using a 26-item self-developed questionnaire with responses measured on a 5-point Likert scale. The Cronbach's alpha reliability for the scale was calculated as 0.735. Data was analyzed through SPSS 20. An independent samples t-test revealed a significant difference between male and female pre-service teachers' perceptions of pedagogical skills learned, with females having more positive perceptions. However, there was no significant difference found between public and private university pre-service teachers. Globalization and technological advancements necessitate reforms in education systems to meet 21st-century needs. Teachers facilitate the implementation of policies and curricula to nurture students’ knowledge, skills, and values. Teacher education plays a vital role in developing competent educators. A Modelling best practices in teaching and integrating current trends can improve pre-service preparation. Participants indicated overall positive views of pedagogical skills training in their programs. Females were slightly more affirmative about skills gained. The study suggests teacher education curriculum and instruction may benefit from greater emphasis on honing pedagogical competencies to address evolving societal changes. Further research on specific areas needing improvement would inform refinements. Enhanced pre-service preparation will empower future teachers to capably shape new generations.