Pedagogical Competence Research Articles

Doctoral Supervision: A Reflective Checklist for Process and Progress

Successful doctoral studies rely heavily on the quality of supervision, particularly the relationship between supervisor and doctoral student. This relationship influences both the doctoral process and the final product—the completed thesis. Prior research indicates that supervisory alliances play a critical role in doctoral completion, with insufficient supervisor support often cited as a key factor in student attrition. To assist supervisors, especially those new to the role, this paper proposes a structured yet flexible reflective checklist. Grounded in two systematic reviews, the checklist combines five key supervisory dimensions—relationship, domain/research knowledge, pedagogical competencies, functional aspects, and methodological understanding—with both external (e.g., departmental structures, financial opportunities) and internal (e.g., motivation, academic identity) factors affecting doctoral progression. This framework encourages supervisors to continually examine and refine their practices, thereby fostering an environment that supports effective doctoral training. Ultimately, the reflective checklist serves as a customizable tool to prompt ongoing awareness, adaptation, and development in supervisory practice.

The perceived pedagogical competence of teacher candidates in blended learning programs in Finland

ABSTRACT The global challenge of an insufficiency of teaching staff in Early Childhood Education (ECE) prompts initiatives such as Finland’s 1000+ training project, addressing the shortage through collaboration among universities. This research concerns the initial perceptions of pedagogical understanding and competence among students embarking on a blended teacher training program aiming to integrate work and study outside university hubs. The research approach was quantitative, as we surveyed 235 adult students to shed light on the interplay between their work experience and their pedagogical competence. The data analysis involved forming sum variables and conducting one-way analyses of variance to discern statistically significant patterns in the students’ responses. The results indicate significant connections between various aspects of work experience and perceived competence. Notably, the relationship between teaching experience and perceived competence in setting goals for pedagogical activities was significant. Furthermore, we identified a significant relationship between work experience and perceived competence in evaluating pedagogical activities. Hence, the study brings valuable new insights into the field of ECE teacher education in informing program development and pedagogical practices such that the existing competencies of adult students are acknowledged and further enhanced to tackle the diverse challenges of education.

The Principal’s Strategy in Optimizing Learning Communities for the Pedagogical Competency Development of Kindergarten Teachers

The title of this research is the principal's strategy in optimizing the learning community for the development of teacher pedagogical competence in kindergarten. There are two research objects, namely the principal's strategy and the pedagogical competence of teachers in kindergarten. The aim of this research is to describe the principal's strategy in optimizing the learning community to develop teacher pedagogical competence in kindergarten. The type of research is qualitative descriptive research which uses interviews, observation and documentation to collect data. Respondents involved school administrators, principals, teachers and education staff at the two schools. The research results show that the strategies used by school principals in developing teacher pedagogical competence include: forming small teams, setting routine schedules, implementing collaboration, and creating an environment that supports sustainable learning. This strategy has proven to be effective in developing teacher competence in designing, implementing and evaluating learning. However, this strategy is not without obstacles, among the obstacles faced are related to time, facilities, and the school community's resistance to change.

Cross-cultural adaptation and validation of a teaching questionnaire measuring facilitator competencies and characteristics of interprofessional clinical educators in an Asian setting

ABSTRACT This study aimed to validate an Indonesian version of the teaching questionnaire measuring the competencies of interprofessional education (IPE) facilitators and the characteristics of good clinical educators described by Kerry et al. (2021). A cross-cultural adaptation was developed and consisted of the following steps: forward–backward translation, content validity index measurement, cognitive interviews and a pilot study to measure content validity and reliability, exploratory factor analysis (EFA) to identify the new dimensionality, and confirmatory factor analysis (CFA) to confirm the measurement model. The pilot study results confirmed that the Indonesian version of the questionnaire assessing teaching competencies had good internal consistency (ω= .74 for the competencies of facilitators and ω= .88 for the characteristics of good clinical educators). The questionnaire was then administered to 209 clinical educators from five health professions. The EFA revealed two factors for the competencies (ω1= .86, ω2 = .70) and one factor for the characteristics of good IPE clinical educators (ω= .90). The CFA showed that the proposed model had a good fit with the observed data with (chi-square test: p > .05; CMIN/df, TLI, CFI, GFI, and AGFI were within the expected ranges; and RMSEA approximately .05)

Promoting Primary School Chinese Teachers Teaching Competence

Chinese primary school teachers' teaching competency encompasses a range of components, including the values, abilities, and information needed to advance their teaching in the classroom. However, there is currently a dearth of study in this area, particularly with regard to educational digitalization, which presents Chinese primary school teachers with new demands and difficulties. In order to address this research gap, 179 Chinese primary school teachers in China were surveyed for this study. Scales were used to collect quantitative data, and interviews were used to gather qualitative data for in-depth analysis. The findings show that Chinese primary school teachers have an upper-middle level of overall teaching competency. Notably, professional knowledge in the digital context and the characteristics of digital learning and innovation showed lower ratings. The five categories of professional knowledge, teaching skills, digital learning and innovation, professional character, and personal attributes also showed notable disparities between groups of Chinese primary school teachers.

Exploring the Potential of Self-Assessment for Teachers’ Development of ICT Competencies and Beliefs

We evaluate the effects of an online self-assessment tool on teachers’ competencies and beliefs about information and communication technologies (ICTs) in education. The causal impact of the tool is evaluated through a randomized encouragement design involving 7,391 lower secondary teachers across 11 European countries. Short-run impact estimates show that the use of the tool led teachers to critically revise their technology-enhanced teaching competencies (−0.14 standard deviations [ SD]) and their beliefs about the use of ICT in education (−0.35 SD), while no impact on teachers’ ICT training is found. The effects are concentrated among teachers in the top-end tail of the distribution of pre-treatment outcomes. We provide suggestive evidence that the feedback score provided by the tool triggered such results by providing a negative information shock.

The Effect of Teaching a Mathematics Teaching Theory Course Based on Deep Learning to Enhance Mathematics Teaching Competency for Student Teachers at Zhoukou Normal University

The Effect of Teaching a Mathematics Teaching Theory Course Based on Deep Learning to Enhance Mathematics Teaching Competency for Student Teachers at Zhoukou Normal University

Digital Didactic Competencies of Prospective Teachers in Arabian Countries

Objectives: This research aimed to identify the reality of digital didactic competencies of preserve teachers in different Arab teacher education systems in the Arabian context. Method:The researchers followed the descriptive and analytical approach to identify the reality of preserve teachers’ mastery of digital didactic competencies. The research utilized a questionnaire that was validated and used for the purpose of the research; it consisted of five areas and 50 items. Participants of the research were 530 teachers from the Arabian educational contexts. Results and Discussion: Results of the research showed that three areas of digital competencies were reported to be Mid (AI for lesson planning 1.68, AI for classroom management 1.77, and AI for assessment of learning 1.82). Results also showed that AI for Conducting a Lesson (2.80) was reported to be High, while AI for Methodology (1.29) was reported to be low. Based on the obtained results, the study recommends integrating various digital competencies-oriented models in pre-service teacher education programs in the Arabian context. Research Implications: Extensive decisions related to curriculum reform and syllabus-oriented practices are recommended to fulfill the indulgence of pedagogical digital literacies in the Arabian educational contexts. Originality/Value: The study highlighted the need to integrate further pedagogical digital competencies components in pre-service teacher education programs due to the age requirements. Teacher education institutes in the Arab world place a greater emphasis on " digital pedagogy" than they did on imparting specific knowledge that students would eventually be expected to apply.

The The Implementation of Teachers' Pedagogical Competence in Elementary Schools

The The Implementation of Teachers' Pedagogical Competence in Elementary Schools

Strategies for Developing Teachers' Digital Teaching Competency in Fujian Higher Vocational Colleges

Strategies for Developing Teachers' Digital Teaching Competency in Fujian Higher Vocational Colleges

Challenges and Coping Mechanism on The Transition from Modular Scheme to Face-To-Face Modality: Implication to Teacher’s Competency

The purpose of this study is to determine perceived challenges faced by MAPEH teachers during the transition from modular to face-to- face modality in terms of workload, students’ behaviour, teaching learning resources, teacher’s competency and training and supports. Also, to determine their perceived coping mechanism using the problem-focused, emotional-focused, and avoidant- focused. Additionally, to know the MAPEH teachers’ level of teaching competency in terms of content knowledge and pedagogy and learning environment. Findings revealed that the MAPEH teachers perceived challenges on limited teaching hours (3.64), students’ disruptive behaviour in sitting still, disturbing, and shouting/screaming toward others (3.78), have personal and family problems such as parent separation, financial support, and school pressure (3.82). As well as the absence of a reliable internet connection to support limited learning materials (4.00), limited textbooks, self-learning modules (3.98), and the lack of available electronic devices such as a computer, television, overhead projector, and audio speaker use for teaching learning (3.91). Moreover, respondents experience limited Trainings, seminars, and webinars for MAPEH teachers (3.71). Meanwhile, research result showed that Problem-focused (4.42) and emotional- focused (4.23) often perceived coping mechanism. Therefore, study shows that there is no significant relationship between challenges variables and Content Knowledge and Pedagogy is partially accepted. However, there is a positive significant relationship between the challenges variables and teacher’s competency is partially sustained. Moreover, there is no significant relationship between coping mechanism variables and content knowledge and pedagogy as well as the teaching environment competency.

Teacher Emotional Intelligence: Analysis Based on Work Commitment, Spiritual Intelligence, and Pedagogical Competence of Arabic Language Teachers in Bengkalis Regency

Emotional intelligence greatly affects individual teachers such as Arabic language teachers, it can be seen that emotions act as an impetus from within the teacher as a step to act and Arabic language teachers who are identical with high emotionality can affect students. This study aims to determine the influence of variables (1) work commitment on emotional intelligence, (2) spiritual intelligence on emotional intelligence (3) pedagogic competence on emotional intelligence, (4) work commitment to spiritual intelligence, (5) work commitment to pedagogic competence (6) spiritual intelligence to pedagogic competence, (7) work commitment, intelligence and pedagogic competence on emotional intelligence. Respondents of this study were Arabic language teachers who taught at MI / SD, MTs / SMP, and MA / SMA Negeri and Private in Bengkalis Regency. The population was 125 people with a sample of 96 Arabic language teachers. Data analysis using path analysis. The research findings show that work commitment has an indirect impact on emotional intelligence (0.368), spiritual intelligence has an indirect impact on emotional intelligence (0.549), pedagogical competence has a direct impact on emotional intelligence (0.714), and work commitment has a direct impact on spiritual intelligence (0.628), 628), there is a direct influence between work commitment on pedagogical competence, the magnitude of the direct influence between work commitment on pedagogical competence is 0.383, there is a direct influence between spiritual intelligence on pedagogical competence, the magnitude of the direct influence between spiritual intelligence on pedagogical competence is 0.492. Thus it can be concluded that there is a direct and indirect influence between work commitment, spiritual intelligence and pedagogical competence on the emotional intelligence of Arabic language teachers in Bengkalis Regency.

The Influence of Principal Leadership Style and Pedagogic Competency on Teacher Performance in Creating Learning Media

This study aims to analyze the influence of the principal's leadership style and pedagogical competence on teacher performance in creating learning media at PAUD institutions in Penggilingan Village, Cakung, East Jakarta. This study uses a quantitative approach with a survey method. The research sample consisted of 120 teachers selected using random sampling techniques. Data were collected through a questionnaire that measured the principal's leadership style, teacher pedagogical competence, and teacher performance in creating learning media. Data analysis used correlation and regression techniques. The results showed that there was a positive and significant correlation between the principal's leadership style and pedagogical competence with teacher performance in creating learning media. This indicates that a democratic leadership style and high pedagogical competence contribute to improving teachers' abilities in developing innovative and effective learning media.

STRATEGI PEMBELAJARAN INOVATIF DAN PENGALAMAN MAHASISWA DI SMK ADI LUHUR JAKARTA

The School Field Introduction Program (PLP) aims to provide education students with direct experience in a school environment. Conducted at SMK Adi Luhur Jakarta, this program lasted for four months and involved students from various study programs. The activities included observation, lesson plan preparation, teaching and learning processes, as well as collaboration with mentor teachers. The results demonstrated that students were able to develop pedagogical competence, understand students' needs, and enhance professionalism through practical experience. By integrating theory and practice, this program contributes to improving the quality of education and prepares students to become adaptive and competent educators.

The Impact of Training Program Based on Kagan Structures in Improving the Instructional Competencies Among Non-Native Arabic Language Teachers in Jordan

Objective: This study aimed to reveal the effectiveness of the training program based on Kagan's structures in improving the teaching competencies of Arabic language teachers for non-native speakers. Theoretical Framework: Through the work of researchers in the field of teaching Arabic for other speakers, they have noted the weakness of Arabic language teachers for other speakers in teaching skills. This requires the design of a training programme to improve teaching skills among teachers and the inclusion of teachers in the atmosphere of successful teaching. Kagan structures are of great importance. They give teachers confidence in language education and communication with others, including learners, and increase their motivation towards the teaching profession. Method: The study sample consisted of (30) male and female teachers from the eTurn Institute and the Qased Center for Teaching Arabic to Non-Native Speakers in Amman. The two centers were chosen intentionally and the sample was distributed into two groups: an experimental group consisting of (15) male and female teachers who received training based on Kagan's structures, and a control group consisting of (15) male and female teachers who did not receive training based on Kagan's structures. To achieve the study objectives, the researchers prepared the training program based on Kagan's structures, a trainee's guide, and a list of teaching competencies and indicators indicating them. The scale was applied to the two groups before and after training. The researchers used the quasi-experimental approach to achieve the study objectives. Results and Discussion: The results of the statistical analysis showed that there were statistically significant differences at the significance level (α=0.05) between the experimental and control groups in the scale of teaching competencies, except for planning competencies, which are attributed to the training program based on Kagan's structures. Research Implications: The researchers recommended paying attention to improving the competencies of Arabic language teachers for non-native speakers in the field of planning for Arabic language teachers for non-native speakers, and improving the competencies of formative evaluation for Arabic language teachers for non-native speakers Originality/Value: Arabic has a high place among languages. It is a long-standing language with deep roots, rooted in history. Its sons strive to spread Arabic throughout the world in terms of language learning and teaching. The Arabic language attracts non-speaking learners from all over the world for public or private purposes. Some of them study Arabic for communication, military, or political purposes. Some of them study Arabic for informational and economic purposes. This has raised the importance of teaching Arabic among the world's languages.

The Key Elements About How to Improve English Language Educators’ Teaching Competence through Continuous Professional Development (CPD)

This study aims to assess the impact of Continuing Professional Development (CPD) training on the teaching competence of English language educators at application-oriented universities in Henan, China. By employing a systematic literature review and bibliometric analysis, the study gathers and evaluates relevant data to understand the current state of CPD in English language instruction within this specific geographical and educational context. The research analyzes previous trends and their effects, identifying key areas for future refinement and targeted development. The study provides significant insights and practical implications for enhancing English language teaching competence through CPD in Henan and within the broader educational landscape of China. The findings indicate that recent publications from 2022 to 2024 have a limited citation impact, suggesting a lack of studies specifically addressing CPD’s role in English language training. Addressing this gap will help in the development of customized CPD programs for application-oriented universities, aligning with China’s strategic goals to improve English proficiency and promote international business and technological capabilities. The study also highlights that CPD research often draws insights from psychology and medical training, implying that a multidisciplinary approach can enhance the effectiveness of CPD for English language instruction. The relatively declining citation impact of Chinese educational research compared to European studies underscores the need for Chinese institutions to strengthen global collaborations and publish important findings in accessible journals to increase the global visibility and influence of their CPD advancements.

Trust and trustworthiness in pedagogical competence development programs: tensions between systemic contexts and interpersonal relationships

ABSTRACT Pedagogical competence development programs in universities are gaining in importance across national contexts. In response to the demand for better teaching in higher education, Scandinavian universities have made the programs a standard part of the application for full employment and qualification for a professorship. Though pedagogical competence development programs are not new, such programs have now become a central part of recent political calls for quality in higher education teaching. It is therefore important to investigate what influences these processes and the outcome of involvement in the programs. This will ultimately raise pedagogical competence and broaden the culture for quality teaching in higher education. A qualitative research project investigating challenges and possibilities for pedagogical competence development programs commenced in the fall of 2020. In this article, drawing on interviews with participants and educational developers, a reflexive thematic analysis provides interesting findings on the role of trust in relation to the topic of challenges and possibilities in such programs. This article contributes to the discussion on how we can understand trust and trustworthiness in academic and educational development in higher education in general, and pedagogical competence raising in particular.

Teachers’ Motivation, Self-Efficacy, and Competence in Teaching in an Inclusive Classroom

This study explores the profile, motivation, self-efficacy, and competence of teachers in inclusive classrooms, with a focus on how these factors vary across age, sex, educational attainment, length of service, and position. Using descriptive statistics, the study analyzed levels of motivation, self-efficacy, and competence among teachers. Analysis of Variance (ANOVA) revealed significant variations influenced by professional positions rather than demographic factors like age, sex, or length of service. Correlation analysis showed strong positive relationships between motivation, self-efficacy, and competence, underscoring the interrelated nature of these factors in fostering effective inclusive teaching practices. The findings emphasize the need for tailored professional development and support strategies, particularly for teachers in lower positions, to enhance their confidence and effectiveness in inclusive settings. Additionally, the study highlights the role of school culture and leadership in supporting teachers’ professional growth and commitment to inclusive education. Keywords: Inclusive education, teacher motivation, self-efficacy, teacher competence, professional development, educational attainment, school culture, leadership, teacher position, demographic analysis

Freedom of Curriculum: Evaluation of CIPP Early Childhood Education Co-Curricular Activities Program in Baruga Kendari City

This study aims to evaluate the co-curricular activity program in Early Childhood Education (PAUD) in Kendari City using the CIPP (Context, Input, Process, Product) evaluation approach. Data were collected from 6 schools with 43 respondents consisting of PAUD educators and managers, using an instrument in the form of a questionnaire that was analyzed descriptively quantitatively. The results of the study indicate that in the Context aspect, the condition of the school, students, educators, and school environment are in the good category with an average value of 14.40, 10.72, 10.79, and 10.86, respectively. In the Input aspect, facilities and infrastructure are considered quite adequate (mean 17.74), while the budget and involvement of external parties are still the main challenges with an average value of 11.19 and 10.49, respectively. Educator training is in the fairly good category with an average value of 13.91. In the Process aspect, student participation in co-curricular activities reached a good category (mean 14.12), while the professional and pedagogical competence of teachers showed very good results with an average of 25.02 and 32.33. In the Product aspect, the increase in student competence and the quality of co-curricular activities were in the good category, with average values of 17.91 and 21.12, respectively. This study concludes that the co-curricular activity program at PAUD in Kendari City as a whole has been running well, although improvements are still needed in the budget aspect and external party involvement to optimize results. Strategic recommendations include optimizing financial support, ongoing training for teachers, and closer collaboration with communities and external institutions.

Teacher training in lifelong learning—the importance of digital competence in the encouragement of teaching innovation

The rapid advancements in society over recent years have necessitated changes in the expectations placed upon both citizens and educators. The integration of information and communication technologies (ICT) into the educational landscape has highlighted the importance of developing digital competence among teachers, which has emerged as a critical challenge for teacher training programs. In light of this context, this study aims to evaluate the digital competence of educators involved in Lifelong Learning within the Delhi/NCR region. To achieve this objective, a quantitative, cross-sectional research design was employed, involving a sample of 40 teachers from various schools in the area. The findings revealed a significant deficit in teachers' skills across the five dimensions of digital competence, with particular weaknesses noted in the area of digital content creation. Additionally, the analysis clarified that there is a direct correlation between prior ICT training and the dimensions of communication and collaboration, as well as content creation. The research also indicated that the teachers who expressed concerns about their preservice ICT training tended to be younger and had less than ten years of professional experience. This demographic insight suggests that younger educators may feel less prepared to integrate digital tools effectively into their teaching practices. In conclusion, the ongoing development of digital teaching competence remains a pressing challenge for the education system. Addressing this issue is imperative, as it will continue to be a central focus in the training of current educators. Enhancing digital competence is essential for fostering innovative teaching methods and ensuring that educators can adapt to the evolving demands of the digital age. By prioritizing this development, we can establish a foundation for a transformative educational landscape that supports effective learning and prepares students for the future.