A Study of Disposition of Pedagogical Knowledge and Skills at College Level Teachers
Keywords:
College-Level Teaching, Pedagogical knowledge, pedagogical skills, Teachers TrainingAbstract
In education, the effectiveness of college-level teaching relies on teachers’ pedagogical knowledge and skills. Pedagogical knowledge consists of a deep understanding of educational principles and theories, while pedagogical skills involve the practical application of this knowledge in the classroom environment. College teachers, as essential figures in molding the academic journey of students, play a significant role in promoting a conducive learning environment. This research paper was designed to know college teachers’ pedagogical knowledge and skills. For data collection, a pedagogical skills diagnostic scale was used; the scale consisted of 24 items about pedagogical knowledge and skills teachers’ perceptions of pedagogical knowledge. The scale consisted of 24 items with three factors: (a) Pedagogical Knowledge, (b) Pedagogical Skills, and (c) Teachers’ Perception. The sample was selected using a simple random sampling technique. Krejcie and Morgan’s (1970) table followed in choosing the minimum sample; this way, 148 respondents were selected as samples for research work from seven boys’ government colleges of District Jhang. Collected data were analyzed using descriptive and inferential statistical techniques. The objectives of the study were (a) to identify the current level of pedagogical knowledge among college-level educators, (b) to identify the current level of pedagogical skills among college-level educators, (c) to identify the perceptions of college-level educators regarding the effectiveness of current Pedagogical knowledge and skills. It was concluded that college-level teachers’ current pedagogical knowledge and skills were very low. It was concluded that the perceptions of college-level educators regarding the effectiveness of current Pedagogical knowledge and skills were positive. It is recommended that Pedagogical knowledge and skill-based training should be conducted in colleges for teachers because approximately teachers lack pedagogical knowledge and skills.
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