Collaborative lesson planning practices and instructional competence of pre-service teachers
DOI:
https://doi.org/10.32502/ilead.v1i1.1279Kata Kunci:
collaborative lesson planning, instructional competence, pre-service teachers, quantitative correlation designAbstrak
This study aims to determine the level of integration of collaborative lesson planning practices and instructional competence among elementary pre-service teachers and examine the relationship between the two variables. A quantitative correlational research design was used, both utilizing an adapted and validated survey instrument to collect data from a universal sample of 161 elementary pre-service teachers enrolled at a university in Davao City. As descriptive statistical tools, the mean and standard deviation were used to assess the levels of collaborative lesson planning and instructional competence. In addition, the Pearson’s r correlation analysis was conducted to investigate the relationship between the two variables. Findings revealed a moderate positive correlation between collaborative lesson planning practices and instructional competence, indicating that engaging in structured and cooperative lesson design contributes meaningfully to enhancing teaching capabilities. The results highlight the significant role of collaboration in fostering professional development and pedagogical readiness among elementary pre-service teachers, emphasizing that well-facilitated lesson planning can support higher competence in instructional delivery.
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