Pedagogical Competence of Pre-Service Teachers of Sta. Teresa College

This study delves into the pedagogical competence of pre-service teachers at Sta. Teresa College aims to assess its readiness to implement effective teaching practices during its field study and practice teaching experiences. Utilizing a descriptive research design, the study examined competencies across several domains, including lesson planning, instructional delivery, assessment strategies, classroom management, and the use of technology in teaching. Data were gathered through a structured questionnaire administered to a sample of pre-service teachers. The findings reveal that the majority of respondents exhibit a high level of competence in lesson planning and preparation, particularly in aligning objectives with content and choosing appropriate teaching strategies. Instructional delivery was also rated highly, especially in fostering student engagement and maintaining classroom discipline. However, moderate levels of competence were noted in areas such as integrating technology in teaching and utilizing diverse assessment tools. These results indicate that while pre-service teachers at Sta. Teresa College demonstrates a strong foundation in core teaching skills; there remains a need for further development in technologically driven and learner-centered pedagogies. The study recommends continuous mentoring, targeted workshops, and practice-based training to strengthen these competencies. This research contributes to the ongoing discourse on teacher education and highlights the importance of equipping future educators with the necessary skills to thrive in contemporary classroom environments. Keywords: Pre-Service Teachers, pedagogical competence, descriptive research design, technology integration, learner-centered pedagogies