TRIAD CONNECTIONS TO PEDAGOGICAL COMPETENCE IN TEACHER EDUCATION

TRIAD CONNECTIONS TO PEDAGOGICAL COMPETENCE IN TEACHER EDUCATION

Abstract:
Teacher education programs play a crucial role in preparing future educators with the necessary competencies to effectively engage and instruct diverse student populations. Pedagogical competence, which encompasses the knowledge, skills, and attitudes required for effective teaching, is a fundamental aspect of teacher preparation. This abstract explores the concept of triad connections and their significance in enhancing pedagogical competence within teacher education.

Triad connections refer to the dynamic interplay among three key components: preservice teachers, mentor teachers, and teacher educators. This abstract highlights the unique contributions and interactions of each member of the triad in shaping and developing pedagogical competence. Preservice teachers, as aspiring educators, bring their foundational knowledge and personal experiences to the triad. Mentor teachers, experienced practitioners in the field, provide valuable guidance, support, and real-world insights. Teacher educators, with their expertise in pedagogy and subject matter, facilitate the integration of theory and practice, ensuring a comprehensive learning experience for preservice teachers.

The abstract emphasizes the importance of establishing strong and collaborative relationships within the triad. Effective communication, mutual respect, and shared goals are vital in creating an environment conducive to pedagogical growth. Collaborative lesson planning, observation, feedback, and reflection are key activities that foster the development of pedagogical competence. Moreover, the abstract recognizes the significance of contextual factors, such as school culture, community dynamics, and technological advancements, in shaping the triad connections and influencing pedagogical practices.

Furthermore, the abstract discusses the impact of triad connections on the acquisition and refinement of pedagogical competencies. Through active engagement in authentic classroom settings, preservice teachers gain practical experience, refine their instructional techniques, and develop a deep understanding of student needs. Mentor teachers serve as role models, sharing their expertise and providing constructive feedback, thereby facilitating the growth of preservice teachers' pedagogical skills. Teacher educators, through their pedagogical guidance and theoretical frameworks, contribute to the development of a strong pedagogical foundation.

In conclusion, this abstract highlights the significance of triad connections in fostering pedagogical competence within teacher education. By recognizing and leveraging the unique contributions of preservice teachers, mentor teachers, and teacher educators, teacher education programs can create a dynamic and supportive learning environment. This environment facilitates the acquisition and refinement of pedagogical competencies, ultimately preparing future educators to meet the diverse needs of students effectively.

TABLE OF CONTENTS

Title Page                                                                                  i

Declaration                                                                                ii

Approval Page                                                                           iii

Dedication                                                                                  iv

Abstract                                                                                     vi

Table of Contents                                                                      vii

CHAPTER ONE: INTRODUCTION

1.1    Introduction                                                 1

1.2  Background of the study       3

1.3    Statement of the General Problem                                  4

1.4    Objective of the study                                                       5

1.5    Significance of the study                                                  5

1.6    Statement of hypothesis                                                   6

1.7    Scope of the study                                                             6

1.8    Limitation of the study                                                     7

1.9    Definition of terms                                                            7

CHAPTER TWO: LITERATURE REVIEW

2.0    Introduction                                                                      9

2.1    Review of related literature                                             9

2.2    Theoretical framework

2.3    Summary of review                                                           33

CHAPTER THREE: RESEARCH METHODOLOGY

3.1    Introduction                                                                      35

3.2    Research design                                                                35

3.3    Area of study                                                                    35

3.4    Population of the study                                                    36

3.5    Sample size                                                                       36

3.6    Instrument for data collection                                          36

3.7    Reliability of the instrument                                            37

3.8    Validity of the Instrument                                               38

3.9    Method of data Collection                                                 38

3.10  Method of Data Analysis                                                  39

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1    Introduction                                                                      41

4.2    Characteristics of the respondents                                   41

4.3    Presentation of Data Analysis                                         43

4.4    Discussion of Findings                                                     48

4.5    Summary of findings                                                        49

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1    Summary                                                                          51

5.2    Conclusion                                                                        52

5.3    Recommendation                                                              53

Biography                                                                         54

Appendix                                                                           56

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