PEDAGOGICAL COMPETENCE OF PRE-SERVICE TEACHERS IN DESIGNING PROBLEM BASED LEARNING LESSON PLANS: AN ANALYSIS USING THE EUROPEAN PROFILING GRID
DOI:
https://doi.org/10.21009/ishel.v2i1.68485Keywords:
pedagogical competence, pre-service English teachers, Problem-Based Learning, lesson planning, European Profiling GridAbstract
Pedagogical competence is essential for pre-service English teachers because it influences how they plan, conduct, and evaluate instruction. This qualitative case study examined the pedagogical competence of fourth-semester pre-service English teachers in designing Problem-Based Learning (PBL) lesson plans in a TEFL course. Data were collected from PBL-based lesson plans, semi-structured interviews with 18 respondents, classroom observations, and TEFL course documents. The data were analysed using qualitative content analysis guided by PBL principles and the European Profiling Grid, focusing on lesson planning, methodology, interaction management, assessment, digital media, and professional awareness. The findings indicate that the participants showed emerging pedagogical competence. They identified basic lesson plan components and understood key PBL principles, but struggled to formulate measurable objectives, design coherent inquiry procedures, manage interaction, and align assessment with activities. The study concludes that explicit PBL training, EPG-based guidance, feedback, and reflection are needed to strengthen pre-service English teacher education more systematically.
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Copyright (c) 2026 Andriamella Elfarissyah, Zainal Rafli, Ifan Iskandar
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