| Article Details : |
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| | | Article Name : | | | Competence Vis-à-vis Performance of Special
Education Pre-Service Teachers | | Author Name : | | | KIM FRANCIS R. RODRIGUEZ1, FERDINAND T. ABOCEJO2
| | Publisher : | | | Bridge Center | | Article URL : |  | | | Abstract : | | | This study determined the level of competence among special
education pre-service teachers (PSTs) based on their competence as
manifested during their actual school immersion. It also investigated
how they perform inside the special education classroom setting and
how it associates to CK and PCK. Forty-nine special education preservice teachers from four different universities in Cebu City,
Philippines were involved in the study. The PSTs level of competence
was statistically measured using a performance appraisal. Findings
revealed that special education pre-service teachers did not meet the
minimum competence level in both CK and PCK. Meanwhile, they
manifested excellent performance along the four areas teaching
competencies. Their competence level did not statistically correlate with
their level of performance. In conclusion, special education per-service teachers lack the competence in the discipline against established
standards as espoused by Shulman in 1986. However, the skills
acquired in their professional education and specialisation courses
equipped them with the needed learnings to become effective
performers during their student teaching exposures. PSTs’ competence,
viewed from CK and PCK, has no bearing with their teaching
performance. Even if a PST may not be highly competent, he/she may
have high teaching performance and vice-versa. We recommend that
education students must to be sufficiently exposed to theory and
practice dimensions of special education to make them competent and
performing teachers.
| | Keywords : | | | Competence, special education, pre-service teachers,
content knowledge theory
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