A study on Pedagogical knowledge of Prospective Teachers with select Background Variables

Abstract

Pedagogical knowledge is a cornerstone of effective teaching, encompassing a teacher's ability to apply instructional strategies, assess student learning, and adapt to diverse educational contexts. This study investigates the pedagogical knowledge of prospective teachers, focusing on their preparedness, sources of teaching preference, challenges faced, and opportunities for improvement within teacher education programme. Survey method was adopted for this study. The pedagogical knowledge test was conducted for this study and the sample consists of 1087 prospective teachers selected from colleges of education using simple random sampling technique. The background variables of the study were gender, locality of residence, source of teaching preference, time spent for preparing lesson. The collected data were analyzed using mean, standard deviation, ‘t’- test and F- test. The findings revealed that there is significance difference found between male and female prospective teachers with respect to pedagogical knowledge, and also there is a significant difference found among source of teaching preference and time spent for preparing lessons with respect to pedagogical knowledge of the prospective teachers.